A Case for the Case Study: How and Why They Matter

Longhofer, Jeffrey; Floersch, Jerry; Hartmann, Eric

doi:10.1007/s10615-017-0631-8

Cited by 16 publications

(9 citation statements)

References 110 publications

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“…Psychoanalytic knowledge and training rely widely on the case study method (Longhofer, Floersch, and Hartmann 2017; Mackay and Poser 2004) for yielding complex theoretical and clinical ideas. One case study is worth a thousand words of theory, because it has an essential wisdom, embodies rich elements, and reaches beyond the theories that the words aim to represent.…”

Section: Discussionmentioning

confidence: 99%

Elephant in the Room: A Methodology for Case Studies Metasynthesis

Rabinovich¹

2020

J Am Psychoanal Assoc

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The Relationships Between Categories (RBC) technique is a qualitative methodology for the metasynthesis of psychoanalytic case studies. By analyzing repetitive bilateral, trilateral, or quadrilateral relationships of transference themes, this methodology seeks to analyze case studies with existing theoretical concepts, thereby formulating a new theory. The proposed tool attempts to explore and validate hidden connections between different psychotherapy components, thus enhancing integration of various bodies of knowledge and decreasing the gap between practice and theory. This methodology is demonstrated here by research on transference case studies that connect transference to components of cognitive behavioral therapy.

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Section: Discussionmentioning

confidence: 99%

Elephant in the Room: A Methodology for Case Studies Metasynthesis

Rabinovich¹

2020

J Am Psychoanal Assoc

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“…A cross-sectional case study (Longhofer et al, 2017; Merriam and Tisdell, 2016) was employed to explore the suitability of a game-based environment for academic purposes in a higher education setting. The data garnered could shed light on the students’ experiences of the game and aid in the evaluation of the influence of the learning environment on the acquisition of communication, collaboration, critical thinking and creativity skills.…”

Section: Methodsmentioning

confidence: 99%

Design principles for introducing 21st century skills by means of game-based learning

Robberts

2022

Industry and Higher Education

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Educators are drawn into a battle for student attention and engagement in any learning environment. This article describes how a learning environment can be changed into a game-based activity to ensure student engagement. Modules aimed at the professional development of students present numerous challenges in the structuring of learning environments that develop communication, collaboration, creativity and critical thinking skills, the 4Cs of 21st century skills. This article is based on an activity designed for 145 engineering students and intended to habituate them to the university while simultaneously exposing them to opportunities for the development of the 4Cs. During the design, execution and refinement of the learning environment in five consecutive years, 15 design principles that could be employed to facilitate the implementation of a game-based learning activity emerged. Student reflection essays, lecturer observations, field notes and a focus group interview conducted with tutors and colleagues were analysed qualitatively to inform the investigation into students’ experiences of a game-based learning environment aimed at their professional development. The voices of the students were used to confirm the value of this environment. The design principles can be employed in other learning environments to support practitioners’ game-based learning efforts.

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“…However, given EBP's focus on establishing cause-andeffect relationships (Rosqvist, Thomas, & Truax, 2011), it is unsurprising that qualitative research is generally not considered to be 'gold standard' or 'efficacious' within this paradigm (Aveline, 2005;Cartwright & Hardie, 2012;Edwards, 2013;Edwards, Dattilio, & Bromley, 2004;Longhofer, Floersch, & Hartmann, 2017). Qualitative methods like systematic case studies maintain an appreciation for context, complexity and meaning making.…”

Section: Tablementioning

confidence: 99%

Appraising psychotherapy case studies in practice-based evidence: introducing Case Study Evaluation-tool (CaSE)

Kaluzeviciute

2021

Psicol. Refl. Crít.

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Systematic case studies are often placed at the low end of evidence-based practice (EBP) due to lack of critical appraisal. This paper seeks to attend to this research gap by introducing a novel Case Study Evaluation-tool (CaSE). First, issues around knowledge generation and validity are assessed in both EBP and practice-based evidence (PBE) paradigms. Although systematic case studies are more aligned with PBE paradigm, the paper argues for a complimentary, third way approach between the two paradigms and their ‘exemplary’ methodologies: case studies and randomised controlled trials (RCTs). Second, the paper argues that all forms of research can produce ‘valid evidence’ but the validity itself needs to be assessed against each specific research method and purpose. Existing appraisal tools for qualitative research (JBI, CASP, ETQS) are shown to have limited relevance for the appraisal of systematic case studies through a comparative tool assessment. Third, the paper develops purpose-oriented evaluation criteria for systematic case studies through CaSE Checklist for Essential Components in Systematic Case Studies and CaSE Purpose-based Evaluative Framework for Systematic Case Studies. The checklist approach aids reviewers in assessing the presence or absence of essential case study components (internal validity). The framework approach aims to assess the effectiveness of each case against its set out research objectives and aims (external validity), based on different systematic case study purposes in psychotherapy. Finally, the paper demonstrates the application of the tool with a case example and notes further research trajectories for the development of CaSE tool.

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A Case for the Case Study: How and Why They Matter

Cited by 16 publications

References 110 publications

Elephant in the Room: A Methodology for Case Studies Metasynthesis

Elephant in the Room: A Methodology for Case Studies Metasynthesis

Design principles for introducing 21st century skills by means of game-based learning

Appraising psychotherapy case studies in practice-based evidence: introducing Case Study Evaluation-tool (CaSE)

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