The Question of Reliability in Interpretive Psychological Research

Churchill, Scott D.; Lowery, Julie E.; McNally, Owen; Rao, A. Pampapathy

doi:10.1007/978-1-4899-0125-5_3

Cited by 29 publications

(11 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In our workshops, we build upon the basic principles of descriptive phenomenological research (Churchill, 2014; Churchill, Lowery, McNally, & Rao, 1998; Churchill & Wertz, 1985, 2015; Colaizzi, 1973, 1978, 2001, 2002; Dahlberg, Dahlberg, & Nystrom̆, M., 2008; Englander, 2014; C. T. Fischer, 2006; W.…”

Section: Phenomenological and Hermeneutic Principlesmentioning

confidence: 99%

Explorations in teaching the phenomenological method: Challenging psychology students to “grasp at meaning” in human science research.

Churchill

2018

Qualitative Psychology

Self Cite

View full text Add to dashboard Cite

To fulfill our collective calling to understand and to heal human persons, psychologists need to be taught ways of listening, observing, and knowing others that respect and preserve the richness of human experience as it is lived. This article serves to introduce current and future researchers of the human condition to a perspective that values what is meaningful in human life. The article has two specific aims: (a) to present pedagogical strategies for the teaching of phenomenological method to psychology students, and (b) to present an introduction to the methodology of phenomenological research. What are we actually doing when attempting to conduct this kind of "scientific" research? More importantly, how do we teach others to do what it has taken our whole career to learn? The history of the development of phenomenological method in psychology is traced from its roots at Duquesne in the early 1970s to its further implementation at the University of Dallas over the past 45 years. The "workshop" approach to teaching qualitative inquiry is explored, along with the phenomenological and hermeneutic principles underlying the analysis of verbal self-report data. Formulating a research question, distinguishing the research phenomenon from the situation interrogated, engaging in direct "intuitive contact" with the phenomenon, reflexivity with respect to one's biases and presuppositions, the carrying-out of intentional analyses, and "deep listening" to the testimonies of others will be presented and illustrated with examples taken from research workshops.

show abstract

Section: Phenomenological and Hermeneutic Principlesmentioning

confidence: 99%

Explorations in teaching the phenomenological method: Challenging psychology students to “grasp at meaning” in human science research.

Churchill

2018

Qualitative Psychology

Self Cite

View full text Add to dashboard Cite

show abstract

“…We hold that no inquiry can be undertaken from a perspective-less position (Merleau-Ponty, 1945/1962) and thus even natural science is not value free (see Kendler, 2005 who asserts this and Garza, 2006, who refutes this position). Indeed, we would hold that an explicit acknowledgment of approach is necessary to assess the validity of any inquiry (Churchill, Lowery, McNally, & Rao, 1998; Garza, 2004). 3 Specifically in qualitative research, validity comprises a coherence between the researcher’s frame of reference, the research question, the data, and the findings.…”

Section: Defining Quantitative and Qualitative Domains And Approachesmentioning

confidence: 99%

Mending fences: Defining the domains and approaches of quantitative and qualitative research.

Landrum

Garza

2015

Qualitative Psychology

View full text Add to dashboard Cite

In view of the increasing ubiquity of qualitative research, particularly mixed method designs, it is important to examine whether qualitative and quantitative models of research can be integrated and how this integration should take place. The recent adoption of best practices for mixed methods research by the NIH seems an opportune starting point for discussion of these questions. This article explores the notion that qualitative and quantitative research, while stemming from fundamentally different "approaches," might yet find an appropriate complementary relationship. We argue, however, that such a complementary relationship depends on an understanding of the notion of approach and an insight into the fundamentally different guiding questions and domains of these 2 research models. Holding that "good fences make good neighbors," this article explores the frontier between quantitative and qualitative research and the challenges attendant to designing and conducting mixed methods research.

show abstract

“…Having two researchers, one who has experience in family therapy and live supervision, and the second who has no knowledge or experience with either topic, independently analyze the data and come together to discuss the emergent themes and interpretation is a form of analysis triangulation (Padgett), adding to the trustworthiness of the findings. Because qualitative research is an interpretive process that inherently embodies elements of subjectivity and bias, no two analyses will be exactly the same; the goal is to achieve a level of cohesiveness (Churchill, Lowery, & Rao, 1998).…”

Section: Trustworthinessmentioning

confidence: 99%

Using Live Supervision in Field Education: Preparing Social Work Students for Clinical Practice

Saltzburg

Greene

Drew

2010

Families in Society: The Journal of Contemporary Social Service

View full text Add to dashboard Cite

This article presents a qualitative study exploring respondents' perceptions of live supervision as the primary field instruction method for MSW students participating in an internship that emphasized family therapy. Participants were specifically asked in what ways live supervision supported and facilitated learning clinical practice. Identifying live supervision as important for bridging the pedagogical gap between teaching theory and practice learning stood out as an important metatheme of the study, not previously discussed in the literature. Important emergent categories included learning-in-action pedagogy, feedback loop for integrative learning, the safety net in parallel observation, transparency in the supervision process, and building capacity for entering the workforce. Incorporating the principles of adult learning theory, live supervision offers an important contribution to social work field education.

show abstract

The Question of Reliability in Interpretive Psychological Research

Cited by 29 publications

References 11 publications

Explorations in teaching the phenomenological method: Challenging psychology students to “grasp at meaning” in human science research.

Explorations in teaching the phenomenological method: Challenging psychology students to “grasp at meaning” in human science research.

Mending fences: Defining the domains and approaches of quantitative and qualitative research.

Using Live Supervision in Field Education: Preparing Social Work Students for Clinical Practice

Contact Info

Product

Resources

About