The document discusses how undertaking qualitative research can improve therapeutic abilities for counselling psychologists. It describes the six phases of qualitative research: choosing a topic, conducting research interviews, initial data analysis through coding, abstract/symbolic analysis, theory construction, and writing/presentation. Throughout each phase, maintaining empathy, curiosity, flexibility and openness is important. By tolerating uncertainty and avoiding premature conclusions, deeper meanings and insights can emerge from the data to inform therapeutic understanding. Qualitative research done well involves fully engaging with participants' experiences while maintaining optimal distance to allow patterns and theories to form.

1. Qualitative research as an adjunct to the
therapeutic training of counselling
psychologists
Dr. Mark Thorpe
AUT University
Counselling Psychology Symposium
New Zealand Psychological Society & New
Zealand College of Clinical Psychologists: Joint
Conference April 2012, Wellington

2. Personal experience
Reasons the research improved my
therapeutic work...
In-depth interviews of experienced
therapists
Topic was clinically and personally
relevant
The process of wrestling with and
making sense of the data

3. Basic thesis
Undertaking qualitative research
improves therapeutic abilities
Indirect and additional way of
training clinicians
Good therapists do good qualitative
research & visa-versa

4. Training students as
competent psychological
therapists
6 years formal academic training
BHSc, Hons, MHSc & PGDip
How much of the knowledge is needed?
What is the ideal time to select Counselling
Psychology students?

5. Six phases of the
qualitative research
process
1.Choice of topic
2.The research interviews
3.Initial data analysis – coding
4.Abstract/symbolic analysis
5.Theory construction
6.Writing/presentation

6. 1. Choice of topic
CPs drawn to researching topics which are
personal, sensitive & emotionally charged
experiences which are difficult to meaningfully
articulate.
Ideally the research will extend & add depth to
knowledge gained from real practice by
experienced clinicians.

7. Reflexivity - understanding of how the researcher’s
political, social, epistemological AND psychological
styles influence their way of understanding the
phenomena being researched. What is the axe they
are grinding and why?
Paraphrasing Winnicott- therapeutically oriented
research is an attempt by the researcher to process and
understand important issues in their own lives. These
unresolved issues are frequently linked to their
underlying motivations of becoming a CP.
Research participants also frequently report
psychological insights & therapeutic benefits arising from
the interview process.

8. 2. Research interview. The
foundation of the research
Overtly most similar to the therapeutic process.
Need to empathically hear, feel, understand &
value what is conveyed by the participant/client.
Quality & direction of the research is determined by
data collected.
The depth, richness & complexity of data is
determined by;
4.The verbal sophistication of the participants
5.The psychological sophistication & interview
skills of the researcher
6.The quality of the ‘research alliance’

9. Qualities needed by the interviewer;
Active listening, accurate understanding, warmth,
acceptance, genuineness, fully present, engaged,
sensitive, respectful, non-judgemental (Grafanaki
1996, Morrow, 2007)
Listen intently, engage fully & empathy (Gair,
2011, Stein, 1996).
Empathic immersion (Wertz, 1986).
Ethical danger of blurring boundaries between
research and therapeutic boundaries. Some
students try and advise and cure the participant.

10. 3. Initial data analysis –
coding of themes
Identification of common themes or meanings.
Themes arise from the data – not predetermined
by the literature
Be aware of objectifying and removing the
experience from its specific context (Harman,
2007)

11. 4. Abstract/symbolic data
analysis
Use of meta-analytic skills to achieve greater level
of abstraction. Frequently not achieved by
students.
Phase is the most complex, time consuming,
uncertain, frustrating, overwhelming, anxiety
producing, exciting, interesting & rewarding.
Strong pull to abandon being open, receptive &
curious, and to give in to the desire for certainty
and premature closure.
Optimal distance from the data – Gadamer’s
bicycle wheel – too tight won’t turn, too loose will
fall off.

12. Therapeutic parallels
No memory or desire (Bion)
Play, reverie and potential space (Winnicott,
Ogden)
Slouching towards Bethlehem (Coltart, Yeates)
Secure base (Bowlby)
Therapeutic frame (Langs)

13. 5. Theory construction
Researcher needs to keep in mind a clear
distinction between;
What the participants actually said
What they thought about what the participant
said (analysis)
What the extant literature says
The theoretical model they develop
Ongoing dialectic between the data and theory.
Avoid theoretical imposition & atheoretical
description.

14. 6. Writing/presentation
Psychologists need to write formally,
dispassionately and precisely (Writing for
Psychology - O’shea et al. (2007)
Qualitative stance captures the lived experience,
produce emotionally engaging, authentic, empathic
stories to elicit the empathy & engagement of the
audience (Gair, 2011, Smythe & Spence 2011).
Learning outcome: The research report challenges,
inspires and makes the reader-clinician reflect
deeply upon aspects of their own experience of
being with a client in the therapy room.

15. Summary of research process
Supported by a strong base of discipline,
rigor, security, commitment and trust in the
process, the researcher approaches the task
with an attitude of self-awareness, curiosity,
flexibility, compassion, empathy, respect,
openness, non-judgement and playfulness.
The researcher strives to remain emotionally
and intellectually deeply immersed, while
listening intently and maintaining an
openness to multiple perspectives and
unexpected responses...

16. By tolerating experiences of not knowing,
uncertainty, ambiguity, chaos, restlessness,
disappointment, overwhelm and surprise the
researcher avoids premature closure and
remains open to the emergence of meaning
Maintaining an optimal distance the researcher
lets go of the already known, identifies and
clarifies meanings allowing patterns and
abstractions to form. The research report is
presented in an emotionally engaging, detailed,
in-depth manner which captures the lived
experience of clinically related phenomena and
informs therapeutic understanding.

17. Discussion