Qualitative research as an adjunct to the therapeutic training of counselling psychologists

1. Qualitative research as an adjunct to the therapeutic training of counselling psychologists Dr. Mark Thorpe AUT University Counselling Psychology Symposium New Zealand Psychological Society & New Zealand College of Clinical Psychologists: Joint Conference April 2012, Wellington

2. Personal experience Reasons the research improved my therapeutic work... In-depth interviews of experienced therapists Topic was clinically and personally relevant The process of wrestling with and making sense of the data

3. Basic thesis Undertaking qualitative research improves therapeutic abilities Indirect and additional way of training clinicians Good therapists do good qualitative research & visa-versa

4. Training students as competent psychological therapists 6 years formal academic training BHSc, Hons, MHSc & PGDip How much of the knowledge is needed? What is the ideal time to select Counselling Psychology students?

5. Six phases of the qualitative research process Choice of topic The research interviews Initial data analysis – coding Abstract/symbolic analysis Theory construction Writing/presentation

6. 1. Choice of topic CPs drawn to researching topics which are personal, sensitive & emotionally charged experiences which are difficult to meaningfully articulate. Ideally the research will extend & add depth to knowledge gained from real practice by experienced clinicians.

7. Reflexivity - understanding of how the researcher’s political, social, epistemological AND psychological styles influence their way of understanding the phenomena being researched. What is the axe they are grinding and why? Paraphrasing Winnicott- therapeutically oriented research is an attempt by the researcher to process and understand important issues in their own lives. These unresolved issues are frequently linked to their underlying motivations of becoming a CP. Research participants also frequently report psychological insights & therapeutic benefits arising from the interview process.

8. 2. Research interview. The foundation of the research • Overtly most similar to the therapeutic process. Need to empathically hear, feel, understand & value what is conveyed by the participant/client. • Quality & direction of the research is determined by data collected. • The depth, richness & complexity of data is determined by; • The verbal sophistication of the participants • The psychological sophistication & interview skills of the researcher • The quality of the ‘research alliance’

9. Qualities needed by the interviewer; Active listening, accurate understanding, warmth, acceptance, genuineness, fully present, engaged, sensitive, respectful, non-judgemental (Grafanaki 1996, Morrow, 2007) Listen intently, engage fully & empathy (Gair, 2011, Stein, 1996). Empathic immersion (Wertz, 1986). Ethical danger of blurring boundaries between research and therapeutic boundaries. Some students try and advise and cure the participant.

10. 3. Initial data analysis – coding of themes Identification of common themes or meanings. Themes arise from the data – not predetermined by the literature Be aware of objectifying and removing the experience from its specific context (Harman, 2007)

11. 4. Abstract/symbolic data analysis Use of meta-analytic skills to achieve greater level of abstraction. Frequently not achieved by students. Phase is the most complex, time consuming, uncertain, frustrating, overwhelming, anxiety producing, exciting, interesting & rewarding. Strong pull to abandon being open, receptive & curious, and to give in to the desire for certainty and premature closure. Optimal distance from the data – Gadamer’s bicycle wheel – too tight won’t turn, too loose will fall off.

12. Therapeutic parallels No memory or desire (Bion) Play, reverie and potential space (Winnicott, Ogden) Slouching towards Bethlehem (Coltart, Yeates) Secure base (Bowlby) Therapeutic frame (Langs)

13. 5. Theory construction • Researcher needs to keep in mind a clear distinction between; • What the participants actually said • What they thought about what the participant said (analysis) • What the extant literature says • The theoretical model they develop • Ongoing dialectic between the data and theory. • Avoid theoretical imposition & atheoretical description.

14. 6. Writing/presentation Psychologists need to write formally, dispassionately and precisely (Writing for Psychology - O’shea et al. (2007) Qualitative stance captures the lived experience, produce emotionally engaging, authentic, empathic stories to elicit the empathy & engagement of the audience (Gair, 2011, Smythe & Spence 2011). Learning outcome: The research report challenges, inspires and makes the reader-clinician reflect deeply upon aspects of their own experience of being with a client in the therapy room.

15. Summary of research process Supported by a strong base of discipline, rigor, security, commitment and trust in the process, the researcher approaches the task with an attitude of self-awareness, curiosity, flexibility, compassion, empathy, respect, openness, non-judgement and playfulness. The researcher strives to remain emotionally and intellectually deeply immersed, while listening intently and maintaining an openness to multiple perspectives and unexpected responses...

16. By tolerating experiences of not knowing, uncertainty, ambiguity, chaos, restlessness, disappointment, overwhelm and surprise the researcher avoids premature closure and remains open to the emergence of meaning Maintaining an optimal distance the researcher lets go of the already known, identifies and clarifies meanings allowing patterns and abstractions to form. The research report is presented in an emotionally engaging, detailed, in-depth manner which captures the lived experience of clinically related phenomena and informs therapeutic understanding.

17. Discussion