Consensual qualitative research: An update.

Hill, Clara E.; Knox, Sarah; Thompson, B. J.; Williams, Elizabeth; Hess, Shirley A.; Ladany, Nicholas

doi:10.1037/0022-0167.52.2.196

Cited by 2,220 publications

(3,040 citation statements)

References 41 publications

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“…Although the size of the final sample is consistent with CQR methodology guidelines (Hill et al, 2005(Hill et al, , 1997, it is possible that those supervisees who chose not to participate in this study would have responded differently. Another limitation is that these results are based on supervisees' recall of such events, and it is possible that our participants' memory was faulty or distorted.…”

Section: Limitationsmentioning

confidence: 99%

“…First, CQR affords the researcher an opportunity to understand the inner experiences of participants, providing a more complete description of the phenomenon under investigation. Additionally, CQR has been used in numerous studies on the process of psychotherapy (Hill et al, 2005) and is a robust methodology for illuminating interpersonal processes such as crosscultural supervision.To explore the phenomenon of cultural responsiveness and unresponsiveness in cross-cultural supervision, we studied EASEs' experiences in supervision with a supervisor of color and SECs' experiences in supervision with a European American supervisor. To provide a context for specific culturally responsive and unresponsive events, we first queried participants about their overall experiences of cultural discussions in supervision.…”

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Supervisor cultural responsiveness and unresponsiveness in cross-cultural supervision.

Burkard¹,

Johnson²,

Madson³

et al. 2006

Journal of Counseling Psychology

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Thirteen supervisees' of color and 13 European American supervisees' experiences of culturally responsive and unresponsive cross-cultural supervision were studied using consensual qualitative research. In culturally responsive supervision, all supervisees felt supported for exploring cultural issues, which positively affected the supervisee, the supervision relationship, and client outcomes. In culturally unresponsive supervision, cultural issues were ignored, actively discounted, or dismissed by supervisors, which negatively affected the supervisee, the relationship, and/or client outcomes. European American supervisees' and supervisees' of color experiences diverged significantly, with supervisees of color experiencing unresponsiveness more frequently and with more negative effects than European American supervisees. Implications for research and supervision practice are discussed.The development of multicultural competencies in clinical practice is considered essential to effective and ethical client treatment (e.g., Office of Ethnic Minority Affairs, American Psychological Association [APA], 1993;Pedersen, 1995). Perhaps one of the most significant factors to learning and integrating such competencies into practice is having had supervision experiences that promote growth as a culturally competent practitioner (Pope-Davis & Coleman, 1997). Of interest, Constantine (1997) found that 70% of supervisees had received training in multicultural counseling in graduate school, whereas only 30% of supervisors had received such training in their NOT THE PUBLISHED VERSION; this is the author's final, peer-reviewed manuscript. The published version may be accessed by following the link in the citation at the bottom of the page. Psychology, Vol. 53, No. 3 (July 2006): pg. 288-301. DOI. This article is © American Psychological Association and permission has been granted for this version to appear in e-Publications@Marquette. American Psychological Association does not grant permission for this article to be further copied/distributed or hosted elsewhere without the express permission from American Psychological Association. Journal of Counseling3 academic programs. Furthermore, Duan and Roehlke (2001) found that 93% of supervisors in their study had no experience supervising trainees who were racially or culturally different from themselves. With supervisors having had such limited training in multicultural counseling and similarly limited experience with cross-cultural supervision, we wonder about supervisors' comfort, confidence, and competence in addressing cultural issues during supervision. Furthermore, the discrepancy between supervisee and supervisor training in multicultural issues may contribute to conflicts during supervision. For example, supervisees trained to be sensitive to cultural issues may expect supervisors to address such issues and, consequently, may feel conflicted and frustrated with supervisors who are unwilling to or are incapable of engaging in such discussions. Thus, supervisor responsiveness an...

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Section: Limitationsmentioning

confidence: 99%

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confidence: 99%

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confidence: 99%

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Supervisor cultural responsiveness and unresponsiveness in cross-cultural supervision.

Burkard¹,

Johnson²,

Madson³

et al. 2006

Journal of Counseling Psychology

Self Cite

124

131

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“…Informed by recommendations given by Hill, Knox, Thompson, Williams, Hess and Ladany (2005) we used an independent auditor (JM) to review our understanding of the material and to minimize potential groupthink. The research group met on a regular basis to share their interpretations of specific aspects of the case, to explore the possibility of arriving at a consensus reading, and to agree on further topics for analysis in the next cycle of the inquiry process.…”

Section: Resultsmentioning

confidence: 99%

A Life-Saving Therapy: The Theory-Building Case of "Cora"

Halvorsen

Benum²,

Haavind³

et al. 2016

PCSP

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The present paper presents a case study of long-term (121 sessions over three years), integrative therapy with "Cora," a client with a history of severe relational trauma that had led to difficulty in forming close relationships, and a history of hospitalization resulting from a series of suicide attempts. Despite these challenges, Cora reported a highly satisfactory outcome at the end of therapy. Using the format of a theory-building case study (McLeod, 2010;Stiles, 2007), qualitative analysis of session evaluations, session transcripts, and post therapy interviews were used to investigate how both the client and therapist understood the process of therapy and why it had been successful. Data from quantitative process and outcome measures were analyzed to provide contextual information. In spite of repeated challenges and difficult therapeutic situations, Cora and the therapist were able to establish a recurring pattern of interaction that they found relevant and productive and that was characterized by persistence. Other helpful aspects of the therapy process included acting with courage, and the use of symbolic representations of their accomplishments. The results contribute to our understanding of the process of therapy with clients who have been exposed to severe relational trauma. The discussion includes reflection on methodological issues associated with mixed-methods case study research in psychotherapy.

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“…Conducting an iterative Consensual Qualitative Research (CQR) process (Hill et al, 2005), two authors (FHN and MTG) first inductively coded responses and then grouped these into themes with the objective of supplementing the survey's quantitative responses (deductive coding). This mixed method of qualitative and quantitative questions was used in order to clarify results and reasons for potential contradictions, in a complementary and pragmatic approach (Hall, 2013).…”

Section: (B) Review Of Eight Adhd Guidelinesmentioning

confidence: 99%

Attitudes and reported practice of paediatricians and child psychiatrists regarding the assessment and treatment of ADHD in Ireland

Neto

Tatlow‐Golden

Mulligan

et al. 2017

Ir. j. psychol. Med.

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ObjectivesThis mixed-method national survey has obtained original data on attention deficit hyperactivity disorder (ADHD) attitudes, assessment and treatment regimes reported by paediatricians and child psychiatrists; and has compared their clinics. It has examined the extent of involvement of Irish paediatricians in the management of ADHD.MethodsA questionnaire was designed, based on a review of literature and ADHD guidelines, and piloted by expert clinicians. Universal recruitment was conducted among Child and Adolescent Mental Health Services (CAMHS) consultants (n=71) and community/general paediatric consultants (n=72). Quantitative and qualitative data was collected and analysed.ResultsThere was an overall response rate of 43%. A dedicated ADHD clinic is offered in 79% of CAMHS services, but only in one paediatric service. Participants reported that the assessment of ADHD involves multidisciplinary work and this was only established in CAMHS clinics. Medication is initiated by 82% of child psychiatrists and only 22% of paediatricians.ConclusionsThis first national study of ADHD attitudes and practices presents comprehensive data regarding the management of children with ADHD in CAMHS and paediatric settings in Ireland. Paediatricians reported a minor role in managing ADHD. Study limitations are related to subjective reporting rather than case note audit, and a moderate response rate for the paediatricians’ participants.

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Consensual qualitative research: An update.

Cited by 2,220 publications

References 41 publications

Supervisor cultural responsiveness and unresponsiveness in cross-cultural supervision.

Supervisor cultural responsiveness and unresponsiveness in cross-cultural supervision.

A Life-Saving Therapy: The Theory-Building Case of "Cora"

Attitudes and reported practice of paediatricians and child psychiatrists regarding the assessment and treatment of ADHD in Ireland

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