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Quality and trustworthiness in qualitative research in counseling psychology.

2005/04/01 by Susan L. Morrow · 55 citations
Psychology · Social Sciences · #Counseling Practices and Supervision #Counseling, Therapy, and Family Dynamics #Teacher Education and Leadership Studies

paper · doi:10.1037/0022-0167.52.2.250

Abstract

This article examines concepts of the trustworthiness, or credibility, of qualitative research. Following a “researcher-as-instrument,” or self-reflective, statement, the paradigmatic underpinnings of various criteria for judging the quality of qualitative research are explored, setting the stage for a discussion of more transcendent standards (those not associated with specific paradigms) for conducting quality research: social validity, subjectivity and reflexivity, adequacy of data, and adequacy of interpretation. Finally, current guidelines for writing and publishing qualitative research are reviewed, and strategies for conducting and writing qualitative research reports are suggested. Qualitative research, ensuing from a variety of disciplines, paradigms, and epistemologies, embraces multiple standards of quality, known variously as validity, credibility, rigor ,o rtrustworthiness. In addition to some standards that may be thought of as somewhat universal across disciplines and paradigms, the “goodness” (Morrow & Smith, 2000) of qualitative inquiry is assessed on the basis of the paradigmatic underpinnings of the research and the standards of the discipline. Thus, a grounded theory study or a consensual qualitative research investigation in counseling psychology that is rooted in a postpositivist or constructivist/interpretivist paradigm will look quite different from a critical ethnography in education; and the standards appropriate for evaluating these studies will vary accordingly. I begin this article by addressing the paradigmatic underpinnings of trustworthiness or rigor in qualitative research. Next, I discuss central topics related to trustworthiness or validity that span paradigms and may be thought of as relevant across most research designs. I then provide an overview of guidelines that have been suggested for evaluating qualitative research, particularly in psychology. Finally, I offer recommendations for enhancing the quality of qualitative research in counseling psychology and suggest strategies for writing and publishing. First, however, in keeping with the standard of reflexivity as a way for researchers to inform their audiences about their perspectives as well as to manage their subjectivities, I describe my own assumptions about qualitative research methodology and quality.

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