Q Methodology and a Delphi Poll: A Useful Approach to Researching a Narrative Approach to Therapy

Wallis, Jennifer; Burns, Jan; Capdevila, Rose

doi:10.1080/14780880701734545

Cited by 14 publications

(9 citation statements)

References 25 publications

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“…The two sets of data were then compared, to see whether there was consensus. As TA is helpful to cast light upon individual responses and attempt to make sense of them in context (Braun and Clarke, 2012), and a Delphi poll facilitates consensus amongst a group of knowledgeable clinicians (Wallis et al, 2009), the combination of these two methodologies was intended to allow synthesis. This offers a more integrated perspective between individuals and 'experts'.…”

Section: Design: Overviewmentioning

confidence: 99%

Clinical supervision in CBT training: what do participants view as effective?

Kelly

Hassett

2021

tCBT

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Literature pertaining to cognitive behavioural therapy (CBT) supervision is limited, particularly about CBT supervision during training. This exploratory study outlines the thoughts of supervisors and supervisees in a training context about which elements make supervision effective. Four supervisees and four experienced CBT supervisors (all from a CBT training programme and independent of one another) were interviewed and asked to consider what makes CBT supervision during training effective. Their responses were evaluated using thematic analysis (TA) and key themes identified. The fit with existing literature was considered via the use of an adapted Delphi poll. Two main themes, containing seven subthemes, were identified from the thematic analysis: ‘supervision as structured learning’ and ‘supervisory relations and process’. The adapted Delphi poll was divided into six categories denoting important characteristics of CBT supervision: (1) the supervisory relationship, (2) ethical factors, (3) generic supervisory skills, (4) mirroring the CBT approach, (5) the supervisor’s knowledge and (6) addressing difficulties. There was a good fit between the TA themes and the Delphi categories. For those engaging in CBT supervision, establishing a structure that mirrors a CBT session, alongside a supportive supervisory alliance, may promote effective CBT supervision during training. Key learning aims (1) To consider what might make CBT supervision during training a better experience for participants, such as alliance factors and structured learning. (2) To discover how supervisors’ and trainees’ perspectives fit with existing research on CBT supervision. (3) To consider some potential supervisory implications related to aspects of CBT supervision that participants find useful.

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Section: Design: Overviewmentioning

confidence: 99%

Clinical supervision in CBT training: what do participants view as effective?

Kelly

Hassett

2021

tCBT

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“…Q methodology was first developed by Stephenson (1935) and has been widely described as: a conceptual framework and analytical procedure for the exploration of subjectivity; as a means for studying subjective or contestable issues; and as a tool for examining social problems and related solutions (Brown 1980;Capdevila 1999;Curt 1994;Kitzinger 1987;Lazard 2009;Senn 1996;Stainton Rogers 1991;Wallis, Burns & Capdevila 2009). …”

Section: Contextualising Qmentioning

confidence: 99%

Methodological Pluralism in Theory and in Practice: The Case for Q in the Community

Capdevila

Roberts

2011

Qualitative Research in Psychology

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In this article, we discuss the issue of methodological pluralism in qualitative research and in particular the case of Q methodology. Q methodology occupies an interesting position in arguments around methodological pluralism in that its location within qualitative (as well as quantitative) traditions has often been represented as a contestable issue. To contextualise our exploration of qualitative methodological pluralism, we will begin by presenting the theoretical questions we see as relevant to the mixing of Q method with other qualitative methods, including Q's own contested positioning within this grouping. This strand of our argument highlights continuities between some conceptualisations of the pattern analytics of Q methodology and discursive and thematic analysis. To ground this point, we present an empirical study that used both Q methodology and thematic analysis to address an issue in the community. More specifically, we will describe how Q methodology and thematic analysis were used to approach the evaluation of a programme to reduce recidivism amongst offenders and thus offer practical solutions in an applied setting. We will conclude by reflecting on the possibilities of pluralism when methodological boundaries are understood as mobile, and when stability of boundary construction is conceptualised as relationally produced rather than pre-existing.In Theory . . . Boundaries . . . What Boundaries?Debates around methodological pluralism centrally focus on the (in)commensurability of pattern analytics located within particular theoretical, epistemological and ontological frameworks. One predominant strand within such debates revolves around the positioning of qualitative and quantitative methodologies as often competing, polar "opposites." This dichotomous representation appears to underpin concerns that the mixing of methods may skim over theoretical complexities shaping these broad methodological traditions. As Deetz (1996) argues, the tendency to skim over theoretical complexities when bringing together certain methodologies can be seen in some strands of mainstream research with the use of particular qualitative methods alongside quantitative approaches. In these instances, Deetz suggests that the bringing together of qualitative and quantitative methodologies involves

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“…From the answers to these questions, statements about narrative therapy were generated, and a wider group of practitioners were asked to perform a Q-sort (Watts & Stenner, 2005). As the combination of a Delphi Poll and Q-sort was a unique feature of this research, this methodology is reported in fuller detail in a different paper (Wallis, Burns, & Capdevila, 2009). In this paper, we will concern ourselves more with the theoretical, clinical and research implications of the fi ndings.…”

Section: Introductionmentioning

confidence: 98%

What is narrative therapy and what is it not? The usefulness of Q methodology to explore accounts of White and Epston's (1990) approach to narrative therapy

Wallis

Burns

Capdevila

2010

Clin Psychology and Psychoth

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OBJECTIVE. 'What is narrative therapy and how do you do it?' is a question that is repeatedly asked of narrative therapy, with little consistent response. This study aimed to explore and distil out the 'common themes' of practitioner definitions of White and Epston's approach to narrative therapy. DESIGN. This was an Internet-based study involving current UK practitioners of this type of narrative therapy using a unique combination of a Delphi Panel and Q methodology. METHOD. A group of experienced practitioners were recruited into the Delphi Poll and were asked two questions about what narrative therapy is and is not, and what techniques are and are not employed. These data combined with other information formed the statements of a Q-sort that was then administered to a wider range of narrative practitioners. FINDINGS. The Delphi Panel agreed on a number of key points relating to the theory, politics and practice of narrative therapy. The Q-sort produced eight distinct accounts of narrative therapy and a number of dimensions along which these different positions could be distinguished. These included narrative therapy as a political stance and integration with other approaches. CONCLUSIONS. For any therapeutic model to demonstrate its efficacy and attract proponents, an accepted definition of its components and practice should preferably be established. This study has provided some data for the UK application of White and Epston's narrative therapy, which may then assist in forming a firmer base for further research and practice.

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Q Methodology and a Delphi Poll: A Useful Approach to Researching a Narrative Approach to Therapy

Cited by 14 publications

References 25 publications

Clinical supervision in CBT training: what do participants view as effective?

Clinical supervision in CBT training: what do participants view as effective?

Methodological Pluralism in Theory and in Practice: The Case for Q in the Community

What is narrative therapy and what is it not? The usefulness of Q methodology to explore accounts of White and Epston's (1990) approach to narrative therapy

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