Infusing Qualitative Research Experiences into Core Counseling Curriculum Courses

School Counselors Talk Program Evaluation in a Class-Based Qualitative Research Project

“…She advocated a change in perspective to identify the ways in which school counselors think like researchers every time they approach a new clinical case. Others in the field have also called for this increase in researcher identity among practicing school counselors (Bauman, 2004;Letourneau, 2015;Rowell, 2006;Whitson, 1996).…”

“…A few participants also spoke of the importance of qualitative data to contextualize the quantitative data that are often used in program evaluation. Dimmitt et al stated that qualitative data are less often used in EBSC, but other researchers have suggested that an increase in qualitative methodology would benefit the field (Farber, 2006; Hays & Wood, 2011; Letourneau, 2015; Whitson, 1996).…”

“…Farber (2006) noted that school counselors often doubt their competence with research and evaluation, feeling intimidation, fear, and dread because the role of “researcher” appears far removed from the role of “counselor.” She advocated a change in perspective to identify the ways in which school counselors think like researchers every time they approach a new clinical case. Others in the field have also called for this increase in researcher identity among practicing school counselors (Bauman, 2004; Letourneau, 2015; Rowell, 2006; Whitson, 1996).…”

“You look like them”: Drawing on Counselling Theory and Practice to Reflexively Negotiate Cultural Difference in Research Relationships

“…The gap between counselling research and practice is well documented and long-standing (Bondi and Fewell 2016; Finlay 2011; McLeod 2014), despite recent attempts by professional bodies to strengthen the field’s ‘research base’ by making research a critical component of professional qualifications and accreditation (Letourneau 2015, p. 375). Scholars suggest that practitioners’ lack of interest in research is linked to a domination by positivist paradigms in research that have little relevance or applicability to therapeutic practices and processes (Bondi and Fewell 2016; Finlay 2011; Letourneau 2015).…”

“…Scholars suggest that practitioners’ lack of interest in research is linked to a domination by positivist paradigms in research that have little relevance or applicability to therapeutic practices and processes (Bondi and Fewell 2016; Finlay 2011; Letourneau 2015). As a response, the field is slowly moving towards a recognition of epistemologies and methodologies that are more in line with counselling values and practice, such as qualitative (e.g., Etherington 2004; Finlay 2011) and ‘experience-near’ (e.g., Bondi and Fewell 2016) approaches to inquiry that acknowledge practitioner wisdom ( ibid ) and “generate practical knowledge that makes a difference” (McLeod 2014, p. 10).…”