Autoethnography as a Method for Reflexive Research and Practice in Vocational Psychology

Abstract

This paper overviews the qualitative research method autoethnography and its relevance to research in vocational psychology and practice in career development. Autoethnography is a reflexive means by which the researcher-practitioner consciously embeds himself or herself amidst theory and practice, and by way of intimate autobiographic account, explicates a phenomenon under investigation or intervention. Autoethnography is presented as a vehicle to operationalise social constructionist research and practice that aims to establish trustworthiness and authenticity. Furthermore, the method is presented as a means to operationalise the notion of critical consciousness within researchers and practitioners. It is concluded that autoethnography should be admitted to the methodological repertoire of methods for vocational psychology research and practice.Author post-print version of McIlveen, P. (2008). Autoethnography as a method for reflexive research and practice in vocational psychology.

Implementing a client-centred approach in rehabilitation: an autoethnography

“…As a qualitative, self-report study, it is ideographic and not generalisable. It is also recognised that there are limits to self knowledge, meaning we may not have been aware of all the strategies we were using, and our analysis may have been limited by our assumptions, conscious and subconscious [31]. It is not known if the findings would be true for other researchers in clinical research, or for clinicians working in other settings.…”

Autoethnography and cognitive adaptation: two powerful buffers against the negative consequences of workplace bullying and academic mobbing

“…McIlveen (2008) explains that while qualitative data and methods have regained a legitimate place in psychological theory, research and practice, the story as data and as method is not yet comprehensively articulated within the field. As a methodology, autoethnography combines characteristics of autobiography and ethnography and uses research literature to analyse experiences, consider ways others may experience similar epiphanies and uses experience to illustrate facets of cultural experiences (Ellis, Adams, & Bochner, 2011).…”

“…According to McIlveen (2008), autoethnography can align with both the constructivism–interpretivism and the critical ideological paradigms. McIlveen (2008) further explains that with respect to epistemology, autoethnographies relate to the notion of “lived experiences”, subjectivity and meaning within relative contexts, while from the perspective of ontology, autoethnographies assume “personal reality” to be a psychosocial construction.…”

“…McIlveen (2008) further explains that with respect to epistemology, autoethnographies relate to the notion of “lived experiences”, subjectivity and meaning within relative contexts, while from the perspective of ontology, autoethnographies assume “personal reality” to be a psychosocial construction. This makes the approach an excellent vehicle for researchers to come to understand themselves and others (Chang, 2016).…”

Feedback and Assessment in the New Kindergarten Teacher Education in Norway

“…The auto-ethnographic approach implies a recognition and appreciation of the researcher's involvement in the cultural phenomena that are investigated [26,27]. The cultural-historical perspective implies that the attention is directed towards the entirety and complexity of social activity systems [24], and requires that I apply the CHAT analysis model to understand students', in-service pedagogues' and pedagogy teachers' apprehensions of the established and desired practice.…”