Chapter 11-Teaching Research Methods for Counselors Flashcards
RE: research, what has counseling been moving towards?
evidence-based and data-driven practice
Importance of accountability
RE: Research, what must counselors be able to do?
Comprehend, critique, and utilize research-based knowledge.
What does the author believe about current counselor education curriculum related to research?
- It detaches the knower from the known
- typically focus on having learners recite structure and tools of research
- Students do not see the research process in their everyday lives.
What is the author’s way of beginning the research course?
Ask students to identify their assumptions, beliefs, and expectations related to the process of research.
What is central to teaching the research course?
Content, context, process, and timing of discussions about research
What is another way to begin the research course?
- Students read and reflect on a case study.
- Allows students to discover how research helps people address and investigate issues
- Students learn that research is something done by individuals like themselves
What opportunities can students gain from integrating constructivism into the research course?
Move learners from a relatively received way of knowing to a procedure alone (use objective procedures to obtain and communicate understanding).
As researchers, what must counselors be aware of?
- Individuals are influenced by social forces, such as families, cultures, and classes
- Judgments are clouded by self-definition and self-authorization
As researchers, what must counselors do to ensure social justice?
Deconstruct, or explore possibilities to support equality in counseling research
How is a traditional research course often taught?
- Classroom lecture, generally assessed by exam
2. Rarely assessed on the practical aspects of conducting research
How can a research methods course be taught with a constructivist perspective?
- Learners first exposed to broad ideas or concepts (the whole) rather than small bits of information or data (fragments).
- Increasing use of action research and transparency of research procedures.
What are the 4 learning objectives for a constructivist research course?
Participants will:
- voice their beliefs, assumptions, concerns, and hopes for their learning and experience
- demonstrate understanding of the role of epistemology in research.
- understand utility and relevance of quantitative and qualitative research
- conduct and evaluate quantitative and qualitative studies
What are 2 other learning objectives for a constructivist research course?
Participants will
- think critically about social factors
- understand ethical issues in conducting research in counseling
What are 4 possible experiential activities for the research methods course?
- Opening dialogue
- Weekly questions
- “What do I want to know?” activity (learners inquire @ specific topics)
- “You will find out” activity (groups generate a research question(s), design, and method from the perspective of one of the conceptual approaches
What are 5 other possible experiential activities for the research methods course?
- Multiple perspectives (observe interactions and discuss various student perspectives)
- “Is it the same story?” activity (2 students interview same person and share perspectives on what they learned)
- “Bias is everywhere” activity (students take same assessment and discuss “study” results, id. Biases
- “Dilemmas” activity (see ethical dilemmas in research)
- “Writing Institutional Review Board (IRB)” activity
