Understanding Purposiveness and Congruence in Qualitative Research

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Yorkville University *

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PSYC 6213

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Psychology

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Jun 10, 2024

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4.1. Purposiveness and Congruence Friday, 16 February 2024, 8:36 AM Discuss the role of purposiveness and congruence in the process of qualitative research. Throughout the course, you have been working with the topic you declared in Assignment 1 to be used for the final literature review paper. For this DQ, you will be exploring what your chosen topic could look like if you were to use a qualitative research design. Refer to Richards text, Chapter 2, “Should You Be Working Qualitatively” and Tables 2.1-2.4. Using the same topic you previously identified, select one purpose that interests you and that your topic will fit into nicely. Complete an “armchair walkthrough” for a project that is relevant to counselling. Identify the research purpose and question, the context/setting, and the method (phenomenology, ethnography, or grounded theory), and explain how/why your choices reflect these concepts. Include a justification for why a qualitative approach is the best choice of method (over a quantitative method) for your purpose. Appraise the choices of your peers.  The last post is due at the end of Sunday of this unit. Re: 4.1. Purposiveness and Congruence by Jennifer Lee - Monday, 8 April 2024, 6:41 AM Hi All, There has been some confusion as to the main points of each of this week's DQ prompts as well as the differences between the two prompts for this week. I am hoping to clarify some of that here. Here is 4.1 1. What are "purposiveness" and "congruence" in qualitative research, and why are they important? 2. What is the "purpose" from the textbook that applies to your final paper topic? 3. Give us an “armchair walkthrough” for any qualitative research project relevant to counseling (does not have to be your final paper topic, but can be). Identify the: purpose, research question, context/setting, and method (phenomenology, ethnography, or grounded theory). Explain why this method is most appropriate for the topic.

Q 4.1.1., As Richards and Morse (2013) explain, it is crucial for researchers to grasp the inherent connection between the research question, methodology, and desired outcomes within each method. The link is never a one-way causal connection, therefore thorough research and methodological deliberation will contribute to the study's purposiveness (Richards & Morse, 2013). The importance of a specific problem will give clearer focus to further inquiry, hence narrowing down the research method. For instance, the research may use qualitative approach to make sense of issues of power in a counselling dynamic better than open-ended questions could (Richards & Morse, 2013). Further, methodological congruence aligns the research problem to its question, the research question to the chosen method, and, naturally, the methodological approach with the collected data and data analysis methods (Richards & Morse, 2013). It is also important for researchers to have reflexivity in order to address their preconceived viewpoints or biases and articulate their own subjectivities (Sutton & Austin, 2015). Concerning these two principles, how can we begin to explore the context between friendship and the meaning one attributes to their life? Which method should be used to study this phenomenon? References Richards, L., & Morse, J. M. (2013). Readme first for a user's guide to qualitative methods (3rd ed.). Sage Publications. Sutton, J., & Austin, Z. (2015). Qualitative Research: Data Collection, Analysis, and Management. The Canadian journal of hospital pharmacy , 68 (3), 226–231. https://doi.org/10.4212/cjhp.v68i3.1456 DQ 4.1.2., To give an armchair walkthrough of a qualitative study, I use the issue of overlooking spirituality within therapeutic environments. The researchers used semi-structured interviews and analysed transcripts using the qualitative methodology of grounded theory (Crossley & Salter, 2005). The objective of Crossley and Salter's study (2005) was to formulate an explanation of how clinical psychologists perceive and incorporate spirituality into therapy. This method is appropriate for the topic since participants could describe–within a a broad range– their personal-spiritual values and beliefs, including tentative alignments with religious branches and atheist positions, and other non-traditional perspectives. From this particular method, the participants were determined to be eight trained clinical psychologists (an equal amount of male and females), who gave detailed accounts to interview questions directed towards themes of spirituality (Crossley & Salter, 2005). The researchers took a reflexive stance whereby clinical practice and training experiences shaped their perspective on the infrequent discussion of spirituality

within the clinical psychology field. Employing reflexive techniques, the researchers recognized the sociocultural influences in their practice against their theory (Nolas, 2011). References Crossley, J. P., & Salter, D. P. (2005). A question of finding harmony: A grounded theory study of clinical psychologists' experience of addressing spiritual beliefs in therapy. Psychology and Psychotherapy: Theory, Research and Practice , 78 (3), 295-313. Nolas, S. M. (2011). Grounded Theory Approaches. Qualitative Research Methods In Psychology: Combining Core Approaches: From core to combined approaches , 16. 4.1.3., My study will be exploring the question of how supervisory roles affect the prospective counsellor's self-reported measure of competency in the realms of cognitive and social- emotional skills. The process of building a professional identity is a stressor for counsellors in training since the focus is on achieving mastery of skills, and students find themselves re-establishing their professional counselor identity through training experiences by feeling a similar sense of confusion and stagnation which they experienced in the earlier stages of their master's studies. I want to know the reason for this stagnation. Some studies suggest that supervision has a dual impact on counselor development: it can broaden through fostering positive working alliances, but also narrow by fostering inflexible thinking and negative working relationships (Keller-Dupree et al., 2020). On the flip side, more informal supervision and peer supports aimed at providing community and for overcoming shared problems in the vocation (Keller-Dupree et al., 2020). The purpose of my study reflects the issues in the literature pertaining to supervision theory. In my hypothetical study, I would examine the way in which supervisor and master's counselling student connection shapes the students' perceptions of self- efficacy. References Keller-Dupree, E. A., Scott, C. N., Shannon, J. L., Durham, R. L., & Woltjer, A. (2020). In the Gap: Peer Support Group Experiences for Post-Graduate, Pre-Licensed Counseling Candidates. The Journal of Counselor Preparation and Supervision, 13 (3). http://dx.doi.org/10.7729/42.1386 Additional prof question/ important info* Hi All, Yes! We would definitely call this a quantitative, experimental design. To be even more specific, it is a repeated measures or within-subjects design. "Repeated measures" and "within subjects" are synonyms: it means that the data lie in the change or difference experienced within each subject- in other words, if you were a subject, they would see how your data changed, rather than comparing your data to another subject's data.

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Since they conducted 24 experiments, each with 6 subjects, we would deduce that the total number of subjects in the study was 6x24=144. However, in each study, while 6 subjects walked the city streets, a different 6 subjects walked in the forest, and then on the second day they reversed. So we actually see that there are 12 subjects used in each study. In that case we would infer 12x24=288 subjects. Since they reported N=280, why might this be? As for the generalizability, we do know that the subjects were all living in Japan at the time of the study. We do not have all of the information here about the sampling method, but we know that random sampling from the population is not possible (though it is theoretically ideal). So, we could probably say this study is generalizable to Japanese people, however, perhaps not all people. What are some other ways we could make this study more generalizable? What kind of qualitative methods might add to the information we have learned from this study? 249 words Q 4.1.4, Hello Professor Lee, Thank you for sharing this interesting study. The potential reason for why 8 people were excluded could be due to variables such as attrition, whereby clients no longer could participate in the study due to scheduling conflicts, or not following the Shinrin-yoku exercise properly due to discomfort or uncertainty. To make this study generalizable to other populations, the researchers can pick a setting with access to both city and nature similar to the Japan study. However, there is a chance that other variables such as higher work demands, health disorders, mood changes, unfamiliarity with mindfulness, or living in a big "hustle" city would affect participants physiological responses where interactions with nature cannot mitigate their heightened stress. In observational research, confounding arises when a factor influencing the outcome also impacts the studied exposure, introducing bias that may enhance, diminish, or even invert the relationship between the variables (Assimon, 2021). To provide a fuller account of the data by assessing how it relates to other cultures, we could apply the phenomenological method to interpret how experiences shape people and groups (Richards & Morse, 2013). What sample size should we use for the qualitative study in question? References Assimon M. M. (2021). Confounding in Observational Studies Evaluating the Safety and Effectiveness of Medical Treatments. Kidney360 , 2 (7), 1156–1159. https://doi.org/10.34067/KID.0007022020

LinkedIn. (2024, January 15). How can you make primary research results more generalizable? https://www.linkedin.com/advice/3/how-can-you-make-primary- research-results-more-generalizable-yszyf Richards, L., & Morse, J. M. (2013). Readme first for a user's guide to qualitative methods (3rd ed.). Sage Publications. DQ 4.1.5., Hello Aynur, Thank you for your response! Yes, it is definitely true that phenomenology is best studied with smaller groups (Richards & Morse, 2013). Quoting Myers (2000), Marques and McCall (2005) propose that in such scenarios, small-scale qualitative studies have the potential to yield a deeper, more intimate comprehension of the phenomenon at hand. Consequently, the findings of these studies hold promise in offering significant insights to the broader community (Myers, 2000). I want to add a piece about reliability because it is truly important to research in general. Marques and McCall (2005) highlight that quantitative studies use "verification tool," a term synonymous with interrater reliability, as a method for confirming consistency in comprehension of a particular subject. Conversely, in qualitative research, the concept of a "solidification strategy" extends beyond mere confirmation of understanding, it is a tool which aims to bolster the entirety of the qualitative study's findings (Marques & McCall, 2005). Implementing interrater reliability in such a study necessitates thorough examination of the material by interraters, followed by interpretation, all while ensuring they possess a grasp of the subject matter. Could you give an example for testing the solidification strategy in qualitative research? References Marques, J. F., & McCall, C. (2005). The application of interrater reliability as a solidification instrument in a phenomenological study. The Qualitative Report , 10 (3), 439-462. Myers, M. (2000, March). Qualitative research and the generalizability question: Standing firm with proteus. The Qualitative Report, 4(3/4), Retrieved April 13, 2024, from http://www.nova.edu/ssss/QR/QR4-3/myers.html Richards, L., & Morse, J. M. (2013). Readme first for a user's guide to qualitative methods (3rd ed.). Sage Publications.

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