This article reviews the major paradigms that are different from the positivistic research tradition of reductive experimentation and presents an approach to teaching these paradigms in graduate counseling psychology programs. Arguments and issues related to broadening reductive-positivist conceptions of research are first summarized. Three alternate paradigms, (a) the naturalistic-ethnographic, (b) the phenomenological, and (c) the cybernetic, as well as other high-context approaches are described. Each paradigm is presented in terms of its conceptual base, methodological characteristics, applications, types of research questions it can address, and its strengths and limitations. A curriculum for teaching these alternate paradigms as an extension of standard research courses is proposed. The teaching philosophy, teaching-learning mechanisms, instructional resources, and observations from past experiences of implementation are given. It is argued that such teaching would promote students 'epistemic development and more informed method choices, as well as facilitate the integration of theory, research, and practice.
An observation methods teaching module that serves to explicate the differences between detached and participant modes of inquiry is presented. The experience of applying this module to teaching 140 graduate students in a competency-based Counseling program is described. The rationale, teaching goals, learning content, and mechanisms of teaching and evaluation are detailed. The effects of the module and areas in need of development are discussed. The present approach, with its particular philosophical framework and its emphasis on the implications of different method choices in the field, is recommended for the teaching of psychological inquiry.
Clients' self-judgments and therapists' judgments on severity of anger control problem, dangerousness, and motivation for treatment were obtained on 52 outpatient clients with a history of battering and 57 clients without such history. Differences in judgment ratings between groups and correlational data on the therapists' and clients' judgments are presented. Patterns of endorsement of ten specific anger problem criteria by the clients and therapists are analyzed in relation to their judgment ratings by zero-order correlations and stepwise multiple regression. The presumed trustworthiness of professional judgments relative to the self-judgments of clients is examined in terms of reliability and the apparent basis of these judgments. Clinical and research implications of descriptive study in this area are discussed.
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