www.psychspace.com心理学空间网如何在無法控制變項的前提下 研究一個字 一句話 一個狀態 一個經驗 一個過程 一個人 一個人和另一個人的關係 一個人和另一個人的關係所透露出的雙方個自的狀態 (1) Ethically problematic (2) Better proceed as a team, yet if no team, so be it (3) Cf QR interviewing vs. dynamic psychotherapeutic interviewing (4) 4 Hours (a la 61 Hours, Lee Child) 初始的四小時 如果不將那四小時界定為治療 是否可解決上述倫理上的難題 而那四小時要問的是 dynamic formulation是什麼 精神病理之歷史經驗結構為何(5) Regarding case study research, IPA can be the underlying methodology (6) In my present understanding, case study research is the only meaningful way to do empirically systematic observation and reflection upon the consulting room. This project embodies the spirit of P-H-E too
Case Study Research in Counselling and Psychotherapy (McLeod 2010)
Oct 30, 2010
KC
• This book has been written at a point in the history of counselling and psychotherapy at which there is enormous external pressure on the profession to produce evidence of its effectiveness.
• The aim of this book is to provide the conceptual understanding and practical tools required to conduct systematic, high-quality therapy case studies.
A Few Purposes in Mind
• To make a contribution to shared professional and scientific knowledge, by presenting carefully documented and rigorously analysed case-based evidence
• To enable users of therapy and practitioners to gain an understanding of what actually happens in different forms of therapy for different client problems
• To provide a structure for personal and professional development in therapists, in the form of opportunities to reflect on practice
The advantages of case study methods
• The case study as a form of narrative knowing
• The case study as a means of representing complexity
• Contexuality as an essential feature of case study research
• Describing and analyzing practical expertise in action
• Developing a critical perspective
• Flexibility
• Analysing and reporting innovative practice
• Learning from unusual cases
• Integration into training and practice
Questions
• Are case studies necessary?
• How is it possible to do case studies well?
• What is best practice in case study research and inquiry?
• How is it possible to assess whether a case study is plausible and credible, or biased and worthless?
Traditional clinical case study
• Most of the counselling and psychotherapy cases that have ever been written up are based on information derived from therapist notes and recollections, that have been interpreted and analysed solely by the therapist.
• However, these case studies do not provide reliable evidence about what actually happens in a case, because they are not able to supply data that can be subjected to any kind of independent scrutiny.
• In addition, there is good reason to believe that the information that is provided in a typical clinical case study may be constructed around selective remembering and reporting on the part of the therapist-author.
Limitations
• It is impossible to recall everything that happened in a therapy session: it seems inevitable that important information may have been lost
• Writing a retrospective account of a session introduces the possibility that the writer has reconstructed events in line with his or her pre-existing assumptions
• There is an absence of other perspectives – for instance, the views of the client regarding the helpfulness of the therapy
• There is no way of checking whether the interpretation of the material that has been collected is rigorous, systematic and comprehensive
• Donald Spence (1989, 2001) has argued that the methodology of clinical case study leads to a process of ‘narrative smoothing’, in which aspects of therapy are selectively recalled, in line with the therapist’s pre-existing theoretical framework of personal interests, while contradictory evidence is overlooked.
• The tendency for contemporary therapy writers to publish case examples or vignettes, rather than full-blown case studies, serves to exacerbate these difficulties, because only selected segments of case materials are presented.
• The history of case study research in counselling and psychotherapy can be viewed a struggle between a desire to retain the valuable qualities of traditional therapist-generated clinical case studies, while introducing some elements of methodological rigour.
Criticisms of case study methods
• Case studies are biased, and merely function as vehicles for publicizing the pre-existing assumptions of those who carry them out
• It is not possible to generalize on the basis of single cases
• Case studies are merely descriptive, and tell us nothing about causality
• Case studies are ethically problematic; it is impossible to guarantee anonymity to participants
• Case studies can provide fascinating, detailed accounts of human experience, but are hard to summarize in a form that can lead to an accumulation of evidence
• Case studies may be informative for practitioners, but do not generate evidence that is relevant for policy-making
Core ethical issues
• Obtaining informed consent from clients, in relation to being a subject of a therapy case study
• Maintaining confidentiality
• Avoiding harm to case study participants
• (Because the relative neglect of systematic case study methods in counselling and psychotherapy research, over the past 30 years there has been little work on the specific ethical challenges arising from case study investigations.)
Ethical Guidelines for Case Study Research in Counselling and Psychotherapy
• The conduct of all case study research and inquiry in counselling and psychotherapy should adhere to the research ethics codes of the professional groups to which the authors of the case reports are affiliated
• Authors of therapy case studies should be transparent about the ethical procedures that have been conducted in relation to their studies, and provide details of these procedures within all case publications
• The ethical procedures used within any case study project must always be subject to expert external scrutiny, in the form of an institutional approval committee or board, or an equivalent consultative process
• It is advised that, wherever possible, prospective informed consent for in-principle case study participation should be obtained from clients before the commencement of therapy, and then at all further stages of the inquiry cycle up to and including the final release to publish (process consent). The person who undertakes the informed consent procedure must not be the therapist conducting the case
Case Study Research in Counselling and Psychotherapy (McLeod 2010)
Oct 30, 2010
KC
• This book has been written at a point in the history of counselling and psychotherapy at which there is enormous external pressure on the profession to produce evidence of its effectiveness.
• The aim of this book is to provide the conceptual understanding and practical tools required to conduct systematic, high-quality therapy case studies.
A Few Purposes in Mind
• To make a contribution to shared professional and scientific knowledge, by presenting carefully documented and rigorously analysed case-based evidence
• To enable users of therapy and practitioners to gain an understanding of what actually happens in different forms of therapy for different client problems
• To provide a structure for personal and professional development in therapists, in the form of opportunities to reflect on practice
The advantages of case study methods
• The case study as a form of narrative knowing
• The case study as a means of representing complexity
• Contexuality as an essential feature of case study research
• Describing and analyzing practical expertise in action
• Developing a critical perspective
• Flexibility
• Analysing and reporting innovative practice
• Learning from unusual cases
• Integration into training and practice
Questions
• Are case studies necessary?
• How is it possible to do case studies well?
• What is best practice in case study research and inquiry?
• How is it possible to assess whether a case study is plausible and credible, or biased and worthless?
Traditional clinical case study
• Most of the counselling and psychotherapy cases that have ever been written up are based on information derived from therapist notes and recollections, that have been interpreted and analysed solely by the therapist.
• However, these case studies do not provide reliable evidence about what actually happens in a case, because they are not able to supply data that can be subjected to any kind of independent scrutiny.
• In addition, there is good reason to believe that the information that is provided in a typical clinical case study may be constructed around selective remembering and reporting on the part of the therapist-author.
Limitations
• It is impossible to recall everything that happened in a therapy session: it seems inevitable that important information may have been lost
• Writing a retrospective account of a session introduces the possibility that the writer has reconstructed events in line with his or her pre-existing assumptions
• There is an absence of other perspectives – for instance, the views of the client regarding the helpfulness of the therapy
• There is no way of checking whether the interpretation of the material that has been collected is rigorous, systematic and comprehensive
• Donald Spence (1989, 2001) has argued that the methodology of clinical case study leads to a process of ‘narrative smoothing’, in which aspects of therapy are selectively recalled, in line with the therapist’s pre-existing theoretical framework of personal interests, while contradictory evidence is overlooked.
• The tendency for contemporary therapy writers to publish case examples or vignettes, rather than full-blown case studies, serves to exacerbate these difficulties, because only selected segments of case materials are presented.
• The history of case study research in counselling and psychotherapy can be viewed a struggle between a desire to retain the valuable qualities of traditional therapist-generated clinical case studies, while introducing some elements of methodological rigour.
Criticisms of case study methods
• Case studies are biased, and merely function as vehicles for publicizing the pre-existing assumptions of those who carry them out
• It is not possible to generalize on the basis of single cases
• Case studies are merely descriptive, and tell us nothing about causality
• Case studies are ethically problematic; it is impossible to guarantee anonymity to participants
• Case studies can provide fascinating, detailed accounts of human experience, but are hard to summarize in a form that can lead to an accumulation of evidence
• Case studies may be informative for practitioners, but do not generate evidence that is relevant for policy-making
Core ethical issues
• Obtaining informed consent from clients, in relation to being a subject of a therapy case study
• Maintaining confidentiality
• Avoiding harm to case study participants
• (Because the relative neglect of systematic case study methods in counselling and psychotherapy research, over the past 30 years there has been little work on the specific ethical challenges arising from case study investigations.)
Ethical Guidelines for Case Study Research in Counselling and Psychotherapy
• The conduct of all case study research and inquiry in counselling and psychotherapy should adhere to the research ethics codes of the professional groups to which the authors of the case reports are affiliated
• Authors of therapy case studies should be transparent about the ethical procedures that have been conducted in relation to their studies, and provide details of these procedures within all case publications
• The ethical procedures used within any case study project must always be subject to expert external scrutiny, in the form of an institutional approval committee or board, or an equivalent consultative process
• It is advised that, wherever possible, prospective informed consent for in-principle case study participation should be obtained from clients before the commencement of therapy, and then at all further stages of the inquiry cycle up to and including the final release to publish (process consent). The person who undertakes the informed consent procedure must not be the therapist conducting the case