Counseling as Research: On Experiencing Quality

Elmore, Thomas M.

doi:10.1080/07481756.1984.12022762

Measurement and Evaluation in Counseling and Development

1984

DOI: 10.1080/07481756.1984.12022762

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Counseling as Research: On Experiencing Quality

Thomas M. Elmore

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1989

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Cited by 2 publications

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Alternate Research Paradigms

Hoshmand

1989

The Counseling Psychologist

197

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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.

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Alternate Research Paradigms

Hoshmand

1989

The Counseling Psychologist

197

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Clinical Inquiry as Scientific Training

Hoshmand

1991

The Counseling Psychologist

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This article addresses the prospect of approaching clinical inquiry as a scientific activity and considering counseling practice as a context for the scientific training of the counseling psychologist. Problems in attempting to find a common ground between clinical teaching and research training are first discussed. A nonadversarial relationship between research and practice is sought by acknowledging common issues of epistemology and proposing a continuum of knowledge processes used by the scientist-practitioner in research and practice. It is proposed that scientific training needs to be defined not only by the ability to conduct formal research but also in terms of the development of those attitudes, skills, and qualities of mind that are essential to all investigative activities and acts of knowing in human inquiry. Recommendations for areas of training emphasis are made on the basis of cognitive research and the experience of teaching research, clinical inquiry, and practice as philosophically linked graduate courses.

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Counseling as Research: On Experiencing Quality

Cited by 2 publications

References 3 publications

Alternate Research Paradigms

Alternate Research Paradigms

Clinical Inquiry as Scientific Training

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