In this essay I will explain the rationale involved in the paradigm of research used in Counselling. Followed by evaluating the research methods and applying to counselling studies. I shall then plan to undertake research within BACP ethical boundaries. Finally, I will design a small scale research project, applying appropriate research techniques to an are of inquiry relating to counselling.
Research is being carried out all the time, to seek new evidence. McLeod, 2003, states that it is a systematic process which adds to the existing theories and facts. As a counsellor being in a room with several different clients over a period of time could be seen as research. For example, where I take the information which clients provide to try and understand to find out what may work best to help empower them and then come up with my own theory of working with them. The original theories would already be out there, however my personal experiences being with clients would retain a more distinctive element to see what is effective. I feel I have been fortunate working with clients in the organisation I am currently with. As I have been able to critically review and discuss my personal theories and conclusions which I have encountered in my group supervision. Other peers have then been able to elaborate and share their knowledge, ultimately resulting in helping our clients.
Research is important for counsellors due its very basic nature of mainly being conducted in private settings on a one to one basis, held in confidentiality. Therefore, it helps counsellors to gain a wider perspective and for them to learn new skills and knowledge from other therapists. For example, If I had a client who was not engaging in the sessions after a few weeks, I could find out if other therapists had encountered the same situation and try to use their conclusions/theories into my own work. Another important aspect is accountability, where counselling organisations get help towards funding from government agencies. Masson (1988) cited in McLeod (2005), that their has been several accounts of clients being abused by their therapists. Therefore, the funding would help the research to be carried out into the reasons why this misconduct occurred. For a counsellor being aware of this research as well as adhering to the BACP (2016) ethical framework of non-maleficence, they would be protecting the safety of clients and alleviating personal distress and suffering (BACP, 2016).
Research can lead to developing new ideas and approaches, as well as applications of counselling in new areas. There currently are dozens of approaches, whereas back in the 1930s, psychoanalysis was the only approach of psychotherapy. So research has been a key factor in the counselling world and it has helped counsellors to form the validity of the profession. Hasenfeld (1992), states that all forms of human service must be seen as valid and other human service professions like nursing expect counsellors to offer a rational for their mediation on a research based body of knowledge.
McLeod J (2003) suggests that research is ‘a systematic process of critical inquiry leading to valid propositions and conclusions that are communicated in interested others’ (p.4). Therefore, when referring to my dissertation, I will need to adhere to the Ethical guidelines for researching counselling and psychotherapy (BACP,2004). There will be a set of principles and methods which I will need to follow to ensure the knowledge is truthful and to inform good research practice. I will need to outline a series of stages which takes part in all research and repeat the process of observing, reflecting and experimentation.
There are several fantasies and myths out there about research. For example, people assume or may have images of clinicians in white coats, carrying out experiments on rats and other animals in laboratories. A frequent myth in counselling research is that it is all about numbers and impenetrable statistics.
There are numerous methods and methodologies. Methods are how you gather your data, whereas methodology is how you analyze your data. In research methodology comes first. Denscombe (2010) suggests that methodology represents a design process, assisting the researcher to systematically analyse the methods applied within the study. When referring to my dissertation I will be using a qualitative research methodology, Interpretive Phenomenological Analysis (IPA). This methodology will be used to understand the participant’s perspective on How the Asian community access counselling through an addiction recovery programme. I will be using questionnaires, which I will either email or hand deliver to the participants. Ensuring I make contact via the telephone prior to checking out which one would best suit the participant.
I will then be using semi-structured, face to face interviews which will consist of 30-50minutes each, which will be taped and transcribed verbatim. Followed by a detailed qualitative analysis. This will aid me to interpret the participants understanding of their own experiences. Therefore, the focus keeps shifting from the participant’s meanings to my own interpretation and so forth.
The expected sample of participants will consist of 3 counsellors. One Asian female, one Asian male and one Caucasian female. Having samples from two different cultural backgrounds and different genders will give a more representative view/sample from the counsellors’ perspective. The participants will have a minimum of 3 years in which they have been practising counselling. The participants will be accessed from an agency, where I will send emails and letters to get their consent. I will provide them with an outlined guideline of the process and aims of the research which will be carried out. I will ensure to liaise with them via telephone contact prior to and during the research and on completion. This will be documented in the letter and contract.
Researchers can use several different ones to combine them together and this is known as bricolage methodology. Research methodology is a term used to describe a type of method used to carry out research. Research in health and social care tends to adopt the methods of social science because the projects often involve investigating people’s feelings, perceptions, attitudes etc., which do not lend themselves to investigation by scientific methodology. Laboratory based research into diseases and disorders, using tissues and chemicals, is likely to be based on scientific method. Research methodologies are Quantitative research, qualitative research, primary research and secondary research. For counselling qualitative research is better, as it is recorded using only language and involves gathering data that cannot be easily quantified This is important as language links with our thoughts and feelings. This is key in a counselling room with a client.
Quantitative research involves numbers, statistics, facts and measuring quantities. For example, in a science lab looking at changes in the body’s physiology in laboratory analyses of blood samples. Measures of weight and height can be used to calculate body mass index to find out whether an individual is a healthy weight. Quantitative research describes information that is directly measurable, quantitative data usually involves number values and units of measurement, For example the number of breaths per minute.
Qualitative data tends to be collected using unstructured interviews, audio recording or conversations or narrative observations. An individual’s feelings or emotions may be evident through observing facial expression but can really only be fully understood by letting the individual describe how they feel.
A phenomenological perspective where the individual is a conscious agent, whose experience must be understood from the first person perspective.
In routine practices, health professionals gather both qualitative and quantitative data and use both types of information to make judgements about the individuals care and treatment.
Quantitative Research measuring how many people think, feel or act in a certain way, it tends to involve large samples of people and the typical method is structured questionnaires. Positivism is concerned with objective, scientific and empirical methodologies and its key approach is experimentation.
Whereas Qualitative Research seeks to find out ‘why’ people think, feel or act in a certain way (rather than ‘how’). usually relies on small samples of people and the ttypical method used is unstructured interviews. Constructivism by reflecting on our experiences, we construct our own understanding of the world we live in and learning is a search for meaning.
Examples of methodologies are IPA, Heuristic, case study, reflexive, narrative and grounded theory.
There will always be ethical considerations which will need to be addressed when doing counselling research. When referring to my dissertation I will need to obtain consent from the participants. I follow the BACP’s ethical guideline for research. Where I will ensure to respect the participant’s autonomy, by getting their consent via a signed form, alongside a detailed letter explaining the process for the research which will be carried out. The form will include contact details for myself and relevant information which the participants will need to ensure they are aware of the process.
I will also be engaging in deception, where I will ensure to inform the participants in the contract and supporting letter how the research and data will be collected. I will inform them that the data will be stored safely and will be kept confidential at all times, ensuring I maintain their trust during the process and afterwards. Letting them know how long the data will be stored for and then destroyed safely after 6 months. I will provide the participants with a step by step outline in the letter, to ensure they are clear of the aims.
I will provide the participants with a clear written contract, which I will verbally explain as well, prior to undertaking the research. The forms are not binding, even after the participants have signed, which will be clearly stated. The form will clearly state, that if at any stage up to, during or even after the data has been collected and analysed, the participants have the right to withdraw from the research being carried out.
Issues of confidentiality and anonymity will be held where the contract will clearly state that the participants will not be identified, therefore, no participant names or addresses, during the research or even if the data collected is published in papers at a later date.
All participant’s data will be kept confidential and not shared with any other participants or unauthorised personnel’s. This will be highlighted in the contract and consent form, in accordance with the Data Protection Act 1998.
Anything that might cause distress to participants I adhere to the BACP ethical framework and the participants will be informed of this via the contract, where I have a commitment to cause no harm or distress to the participants.
Where a participant has any concerns or experiences any form of distress, I will give them my details and tutors contact details, to ensure they are supported and respected.
I will Debrief the participants where I will contact them after the research interviews either via email, letter or telephone to ensure their wellbeing is safe and well. Participants will be informed that after the research interviews have taken place, they can contact myself if they require any additional advice or support.
There will be contingency plans for example to deal with participant distress. Where I will be working alongside an assigned supervisor, where I will be able to avoid/minimise causing participants distress.
In the event where participants choose to withdraw from the research, I will get in touch with other agencies and my supervisor to ensure I have participants on stand by. I will inform them via letter, email or telephone contact stating the situation and appropriate steps which will be carried out if this event occurs.
Should I uncover any psychological problems in a participant who appears to be unaware of them, I shall consult my academic supervisor before taking any further action.
This project will be presented as a research manuscript consisting of 8000 words. This will be logically divided and accessible in the following parts, Abstract (200), Introduction (750), Literature Review (1500), Methodology (1500), Findings (1500), Analysis/Discussion (2000), and Conclusion (750), finally appendixes and references. The abstract will provide a brief synopsis of the whole content, including the above components, theoretical context and defining terms. This will fundamentally set out the aims of the study and attempt to gain reader’s interest. Additionally, relevant key words are listed prior to the introduction, which presents the main ideas of project. All of these workings will be completed in September-October 2016 (see appendix (I), for timetable). I will also begin the literature review in September. This will be ongoing in October and refers to existing literature that has been collected by someone else, but will be used by myself to justify a rationale for the study (secondary data), (McLeod, 2003). The timetable demonstrates a linear progression where there are always two elements in progress. I believe this structure is logical, continually invoking motivation for the next section and will enable a reflective stance, helping to maintain my focus on the question.
In methodology, I discuss the nature of the qualitative methodology, Interpretative Phenomenological Analysis, (Smith et al, 2009). I explain this choice and discuss the principles used to gather the data, such as semi-structured interviews, as well as sampling methods and any limitations I might envisage, (Barnes, 1998). Initially contacting participants in September, interviews will then take place in October. I estimate findings will be collated by January 2017 which includes presenting primary data for analysis. Analysis symbolises discussion and examination of primary data, estimated to be accomplished by Feb/March and presented in March/April. The conclusion will be finalised in April/May, comprising comments and critical evaluation, advising what is noteworthy and why. This summary concludes the study with comments on implications for future research and refers to limitations, strengths and weaknesses of the study, stating recommendations for future research, due around May.
The introduction journals my study’s importance, theoretical significance and practical relevance to counselling, (Barnes, 1998), also outlining the following relevant issues; MBSR, therapeutic relationship, Mindfulness qualities, counsellor self-care/wellbeing, presence, acceptance, empathic capability and compassion. My literature review will offer critical comment relating to contextual literature including, books, articles, research, and journals, which support my study’s practical and theoretical significance. As researcher, I will not plagiarise others work. However, I will acknowledge relevant research contributions, demonstrating trustworthiness, (Bond, 2004).
The following is an overview of my literature review content. The MBSR is an educational intervention, (Krasner, 2009), that helps participants to become aware and relate differently to their thoughts, feelings, urges and body sensations, (Kabat-Zinn, 2003). Shapiro et al (2005), (2007) concludes that in self-reporting trials, MBSR intervention can be helpful to health professionals as a means to support work related stress, leading to enhanced wellbeing. Ultimately, this benefit is transferred to their patients. Mindfulness cultivates qualities of non-judging, compassion, open mindedness, kindness, letting go, curiosity, presence and empathic capacity, (Williams and Pennman, 2011). Research evidence supports that these are transferable qualities, useful in daily living, (Germer, 2004). Mindfulness effectiveness in clinical settings is increasing and is the core component in clinical interventions; Dialectical Behavioural Therapy and Acceptance Commitment Therapy, (Linehan, 2015), (Kabat-Zinn, 2003), (Harris, 2009). Johansson (2006) suggests that mindfulness is gaining interest from neuroscience and all the counselling approaches. He believes Mindfulness should be the key therapeutic tool in counselling, (Johansson 2006). Rogers (1951) advised, significant positive personality change does not occur except in a relationship. Hence, my research will explore Mindfulness in the one-to-one relationship and how, if at all, this transferable skill, can help counsellors develop their work with clients. Krasner (2009) advised the case for Mindfulness includes cultivating empathic capacity, counsellor’s presence and compassion. Interestingly, Rogers (1951, p.96) advised “the full presence of our being, is healing in and of itself”. Using IPA, I hope to understand the essence of these counsellor’s experience – “How can mindfulness help counsellors develop their work with clients”. Almass (1986) proposed, essence is a depth of awareness, a wholehearted immersed experience and an approach to inner realisation.
Considering methodology, I arrived at a choice between two qualitative designs, ‘grounded’ and IPA. Each had strengths and weaknesses to be evaluated, focusing on an intention to facilitate the most valid outcome. Validity means I do everything I can to strengthen the reliability of the outcome. In qualitative research, this does not necessarily imply that if performed again I would get exactly the same results, (as it does in quantitative), but that my measures are reliable, truthful and accurate, (McLeod, 2011).
Initially, I could see both approaches are suited to my study, as each loans itself to small samples, can accommodate a limited budget and facilitate understanding of human experience, (Denscombe, 2010). Additionally, I intend to use semi-structured interviews. This method provides in depth data that can reveal real feeling of lived experience. I am aware both strategies can incorporate these methods.
Both grounded and IPA are rigorous research methodologies that have potential to get to the heart of participant’s lived experience, (Denzin and Lincoln, 2011). However, I need to understand which methodology is most appropriate for my purpose. Differentiating, IPA is concerned with studying an essence of human experience, (Smith et al, 2009), by interpreting the unfolding event whilst grounded has an inductive stance and uses instances to develop statements that relate to the bigger picture, (Denscombe, 2010).
IPA’s theoretical roots, originate from Husserl’s phenomenological effort to construct a philosophical science of perception and hermeneutics interpretive theory, (Biggerstaff, 2008). Heidegger’s respect for human beings lived experience also contributed, (Denscombe, 2010). IPA suggests the meaning a participant attributes to an experience is only accessible through interpretation. In contrast, grounded theory, devised by Glaser and Strauss in 1967, (McLeod, 2003) is committed to building theories, rather than being purely interpretive, it offers links to practical situations.
Both methodologies are grounded in reality, using solid evidence; verbatim quotes from text. However, whilst grounded provides a flexible opportunity to develop theories that might lend themselves further, (McLeod, 2003), I am captivated by IPA’s ultimate respect for people, that exists in its phenomenological approach, with efforts to discover the essence of a participant’s lived experience, (Denscombe, 2010). I understand, this reflects the fundamental nature of counselling.
Critical analysis of IPA suggests “it lacks scientific vigour” (Denscombe 2010, p.103) and exposes a concern that it does little but provide a description. Additionally, IPA attempts to suspend the researcher’s personal presupposition, which grounded does not, applying a code influenced by personal experience. However I am doubtful if complete suspension is ever truly possible. Grounded theorising begins its journey without any preconceived ideas and therefore not dictated by any prior research, (Denzin and Lincoln, 2011). I think this would be difficult in my study, as I have prior knowledge of concepts relating to Mindfulness.
In view of both routes, I anticipate grounded processes will be too complex, overly structured and confusing. Grounded has a framework which ciphers emerging data into codes based on hunches, then uses these as a basis for creating groups or higher level codes into categories. Categories are developed into concepts from which the theory emerges, (Denscombe, 2010). This theory represents a standpoint that is not open to interpretation, (Denscombe, 2010) and appears rather limiting. IPA and grounded both work on evolving analysis. However, IPA seems to demonstrate a more natural emergence, (Smith et al, 2009). I recognise this fits more easily with my nature and with counselling orientation; open and curious. Therefore, after weighing up strengths and limitations I have made a decision to use IPA.
IPA will be used to understand participant’s subjective realities of “How Mindfulness can effectively assist experienced counsellors to develop their work with clients” and the importance they assign to this, (Denscombe, 2010). My analysis will offer an interpretive account, based on the insight and understanding gained through analysing participant’s descriptions.