85.458 Handbook 1995 - Massey University

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demonstrate the ability to interpret complex information. The definition of research adopted for this paper is broad and drawn from John. McLeod's work ( McLeod ...
M ASSEY UNI VERSI TY Te Kunenga Ki Pūrehuroa I NSTI TUTE OF EDUCATI ON Te Kura o t e M āt auranga School of Art s, Developm ent & Healt h Educat ion

COUNSELLI NG & GUI DANCE PROGRAM M E

RESEARCH PROJECT(S) HANDBOOK (2 5 3 .8 0 0 – 4 5 credit s) (2 5 3 .7 5 8 – 3 0 credit s) Research Project in Counselling

Paper Coordinat or: Dr St eve Lang (s.k .lan g@m assey.ac.n z)

2013

Ack nowledgem ent

Th an k s t o Lear n in g Resou r ces, NSATS for t h e wor d pr ocessin g of t h is m at er ial.

THIS MATERIAL IS PROTECTED BY COPYRIGHT AND HAS BEEN COPIED BY AND SOLELY FOR THE EDUCATIONAL PURPOSES OF THE UNIVERSITY UNDER LICENCE. YOU MAY NOT SELL, ALTER OR FURTHER REPRODUCE OR DISTRIBUTE ANY PART OF THIS COURSE PACK/MATERIAL TO ANY OTHER PERSON. WHERE PROVIDED TO YOU IN ELECTRONIC FORMAT, YOU MAY ONLY PRINT FROM IT FOR YOUR OWN PRIVATE STUDY AND RESEARCH. FAILURE TO COMPLY WITH THE TERMS OF THIS WARNING MAY EXPOSE YOU TO LEGAL ACTION FOR COPYRIGHT INFRINGEMENT AND/OR DISCIPLINARY ACTION BY THE UNIVERSITY.

i

CONTENTS

How t o Access St ream

1

M assey Universit y Library

2

Haere M ai and Welcom e t o Counselling Research!

5

1 .0

Gen er al In for m at ion

7

2 .0

Sch edu le of Dat es

11

3 .0

Resou r ces

12

4 .0

Su bm ission of Pr oposal Ou t lin e

12

5 .0

Exam ples of Resear ch Topics

14

6 .0

Su per vision

15

7 .0

Su per vision Pr ocedu r es

16

8 .0

Et h ical Con sider at ion s

17

9 .0

Pr esen t at ion of t h e Pr oject

21

1 0 .0

Assessm en t an d Mar k in g of t h e Pr oject

25

Appendices:

1.

Exam ple of Pr eviou s Pr oject s Su bm it t ed

31

2.

In for m at ion t o Con t r ibu t or s (NZ J ou r n al of Cou n sellin g)

35

3.

An n ot at ed Bibliogr aph y Pr ocedu r es

37

4.

Ar t icle Facin g Sh eet

45

ii 5.

In for m at ion an d Gu idelin es for Exam in er s

47

6.

Cou n sellin g Case St u dy Resear ch Pr ot ocols

53

7.

Resear ch Ou t lin e Su m m ar y Sh eet

71

8.

Su per vision Recor d

73

Readings:

1.

'New par adigm ' r esear ch – gu idelin es for assessm en t .

2.

Ch an g, H.

(2008).

Autoethnography as method.

75

Waln u t

79

Cr eek , CA: Left Coast Pr ess.

3.

Moewak a Bar n es, H., McCr ean or , T., Edwar ds, S., & Bor ell, B.

(2009).

Epist em ological dom in at ion :

Social

scien ce r esear ch et h ics in Aot ear oa. In D. M. Mer t en s & P. E. Gin sber g (Eds.), The Handbook of Social Research Ethics (pp. 442-457). Los An geles: Sage.

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Please log in t o St ream as soon as possible!

HOW TO ACCESS STREAM

You can access St r eam via an y com pu t er con n ect ed t o t h e in t er n et . If you h ave an in t er n et con n ect ion at h om e or elsewh er e, you can access t h e St r eam sit e for t h is paper at an y t im e. It is also possible t o access t h e on lin e en vir on m en t fr om wor k (seek per m ission fir st if fr om wor k as t h er e m ay be access issu es, e.g. fir ewall pr ot ect ion ), fr ien ds’ com pu t er s, libr ar ies or sim ilar pu blic access poin t s su ch as in t er n et cafes.

You can access St r eam fr om t h e Massey h om epage (t h r ou gh 1 or 2 sh own above) or dir ect ly at h t t p:/ / st r eam .m assey.ac.n z.

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Handbook

M ASSEY UNI VERSI TY LI BRARY

Th e Libr ar y pr ovides r esou r ces an d h elp t o su ppor t you r st u dy. Please con t act u s if you n eed h elp fin din g in for m at ion or r equ est in g Libr ar y m at er ial.

Ph on e: 0800 MASSEY (0800 627 739) ask for t h e Libr ar y OR call dir ect +64 6 350 5670 ext . 2880 Em ail: libr ar y@m assey.ac.n z

Th er e ar e t h r ee k ey ways t o access Libr ar y h elp an d r esou r ces wh ile st u dyin g at a Dist an ce: •

Dist ance Library Service – ou r deliver y syst em especially for you



Library Websit e – access t o ou r r esou r ces an d ser vices



Visit ing t he Library in person – m ak e t h e m ost of an y visit s t o cam pu s

Dist ance Library Service Th e Dist an ce Libr ar y Ser vice deliver s cou r se-r elat ed Libr ar y m at er ials t o st u den t s wh o ar e eligible (st u den t s st u dyin g pr edom in an t ly dist an ce or block m ode cou r ses in a sem est er ). For in for m at ion abou t u sin g t h e Dist an ce Libr ar y Ser vice, see The Library for Distance Learning sect ion of ou r websit e (h t t p:/ / libr ar y.m assey.ac.n z) an d t h e pr in t ed Library Services for Distance Learning br och u r e.

If you ar e u n cer t ain abou t

you r eligibilit y, an d/ or you n eed a copy of t h e br och u r e, please con t act t h e Dist an ce Libr ar y Ser vice.

We will: •

Send book s t o you an d pr ovide access t o jou r n al ar t icles. Not e:

Th e Libr ar y m u st com ply wit h t h e Copyr igh t Act wh ich r est r ict s t h e

am ou n t t h at can be copied or scan n ed (n or m ally on e ch apt er or ar t icle, or 10 per cen t fr om an y on e pu blicat ion ). •

Help you t o fin d in for m at ion t h at you n eed for you r st u dy.



Teach you h ow t o u se dat abases an d r esou r ces effect ively t o do you r own r esear ch . o

Undergraduat e st udent s get h elp fr om pr ofession al libr ar ian s over t h e t eleph on e (u se t h e 0800 n u m ber ), em ail or live via t h e In t er n et . We will

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Handbook

t alk you t h r ou gh fin din g ar t icles, book s an d ot h er r esear ch on you r t opic. o

Post graduat e st udent s book a Resear ch Con su lt at ion . Th is is t r ain in g wit h a su bject specialist libr ar ian an d can be by t eleph on e, em ail or live via t h e In t er n et .

Det ails an d Con t act s ar e available on The Library for Distance Learning sect ion of t h e websit e.

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We will su pply m at er ials t o h elp you wit h you r

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Wh en you ar e u sin g t h e Libr ar y fr om a dist an ce it is especially vit al t o plan ah ead t o allow plen t y of t im e ju st in case t h e m at er ial or assist an ce you n eed is n ot im m ediat ely available.

Library Websit e (ht t p:/ / library.m assey.ac.nz)

You can u se t h e Libr ar y websit e t o fin d r esou r ces by: •

sear ch in g Discover – sear ch acr oss ou r ph ysical collect ion s an d a lar ge pr opor t ion of ou r elect r on ic r esou r ces (ar t icle dat abases, e-jou r n als, e-book s an d m or e) – so you get bot h book s an d a select ion of ar t icles an d ot h er r esou r ces in t h e on e sear ch .



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u sin g Subject Guides – a qu ick way t o t h e k ey r esou r ces in you r su bject ar ea.



sear ch in g in dividu al Art icle Dat abases t o fin d jou r n al an d n ewspaper ar t icles on a t opic. Th is will pr ovide access t o ou r fu ll r an ge of dat abases.



pr in t in g copies of past exam paper s – sor r y we don ’t h ave t h e an swer s!

You can also log in t o you r M yLibrary r ecor d t o ch eck you r du e dat es, r en ew you r book s, view you r r eadin g h ist or y an d r equ est it em s fr om t h e Cat alogu e.

Th er e ar e r equ est for m s on t h e websit e t o r equ est r esou r ces an d h elp – look u n der t h e Quick Link s for Forms.

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Handbook

For advice on fin din g in for m at ion see t h e How t o Fi nd sect ion . Th ese pages in clu de on scr een dem on st r at ion s of k ey in for m at ion sk ills t h at will h elp you get st ar t ed.

As well as The Library for Distance Learning page, u se The Library for Undergraduates or Postgraduates (wh ich ever is appr opr iat e), Subject Guides, Article Databases, an d ch eck ou t ou r blog Library Out Loud (LOL) for t h e lat est n ews fr om u s.

Using t he Library in Person You ’r e welcom e at an y of t h e Massey Cam pu s Libr ar ies – at Alban y, Man awat u (Tu r it ea an d Hok owh it u ) an d Wellin gt on .

Ser vices available fr om t h ese libr ar ies

in clu de In for m at ion Desk s wh er e you can get h elp in u sin g Libr ar y r esou r ces, r esear ch con su lt at ion s for post gr adu at e st u den t s an d En dNot e su ppor t , access t o com pu t er s an d ph ot ocopier s, wir eless n et wor k fr om you r lapt op (set u p is r equ ir ed). All Massey libr ar ies pr ovide h elp an d su ppor t , bu t n ot all r esou r ces ar e h eld in ever y Libr ar y.

All t h e det ails abou t ou r libr ar ies, in clu din g open in g h ou r s, locat ion s an d ser vices ar e available on t h e Libr ar y websit e, u n der About Us.

Wh en you ar e visit in g, wh y n ot t ak e advan t age of ou r pr ofession al h elp (at t h e In for m at ion Desk s) or if you ar e a post gr adu at e, book a Resear ch Con su lt at ion wit h a su bject specialist Libr ar ian . Det ails ar e on t h e Library for Postgraduates page.

EndNot e En dNot e is specialised soft war e for or gan isin g t h e r esear ch an d ar t icles you fin d. It allows you t o:

1.

Cr eat e, st or e, an d m an age you r r efer en ces

2.

Im por t an d st or e r efer en ces fr om elect r on ic dat abases

3.

An n ot at e, sor t an d sear ch you r r efer en ces

4.

Cr eat e bibliogr aph ies in st an t ly in a var iet y of bibliogr aph ic st yles

5.

In ser t cit at ion s in t o you r Micr osoft Wor d docu m en t s

See t h e Libr ar y’s EndNote webpage (u n der Quick Link s on t h e websit e) for fu r t h er in for m at ion on or der in g t h e soft war e, an d ou r t r ain in g an d h elp m at er ials.

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Handbook

HAERE M AI AND WELCOM E TO COUNSELLI NG RESEARCH!

I nt roduct ion t o Research Supervisors As m em ber s of t h e lifelon g edu cat ion r esear ch clu st er , I an d ot h er st aff, wh o m ak e u p t h e gu idan ce an d cou n sellin g edu cat ion t eam , will be in volved in su per visin g you r r esear ch pr oject s. Ot h er st aff fr om t h e college m ay also be in volved. If you ch eck t h e Gr adu at e Sch ool of Edu cat ion Resear ch Clu st er s list in g, you can see ou r in dividu al r esear ch in t er est s an d som e exam ples of ou r pu blicat ion s.

Em ail is u su ally t h e m ost efficien t way t o con t act m e: s.k .lan g@m assey.ac.n z

Please log on an d in t r odu ce you r self on St r eam .

Th e paper 253.758 is t h e st an dar d (30 cr edit ) on e-paper pr oject t h at is com plet ed as par t of t h e Mast er of Cou n sellin g degr ee or m ay for m par t of t h e MEd (Gu idan ce St u dies).

Th e paper 253.800 is t h e r evised 45 cr edit r esear ch paper t h at for m s a com pu lsor y com pon en t of t h e n ew Mast er of Cou n sellin g degr ee.

By t he t im e you are reading t his Handbook you should have already est ablished cont act wit h st aff who are supervising counselling research and have a research project out line planned and approved in general t erm s.

I f not , you need t o

cont act m e as soon as possible so we can get t he process underway.

At t h e su ccessfu l com plet ion of t h is paper , you will be able t o:

1.

Design , m an age, com plet e an d pr esen t a su st ain ed piece of in dividu al r esear ch t h at dem on st r at es a soph ist icat ed oper at ion alisat ion of a r esear ch qu est ion r elevan t t o pr ofession al cou n sellin g;

2.

Dem on st r at e a r eflect ive an d cr it ical appr oach t o t h e pr act ice of r esear ch , applyin g appr opr iat e et h ical con sider at ion s;

3.

Collect , an alyse an d syn t h esise in for m at ion fr om a r an ge of sou r ces an d dem on st r at e t h e abilit y t o in t er pr et com plex in for m at ion .

Th e defin it ion of r esear ch adopt ed for t h is paper is br oad an d dr awn fr om J oh n McLeod's wor k (McLeod, 2003:4),

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Handbook

'A syst em at ic en qu ir y, leadin g t o valid pr oposit ion s an d com m u n icat ed t o in t er est ed ot h er s.'

Et h ical issu es ar e well descr ibed by t h e Massey Un iver sit y Hu m an Et h ics Com m it t ee (MUHEC).

Em pir ical

r esear ch

wit h

253.758/ 253.800 r epor t .

h u m an

par t icipan t s

is

n ot

en cou r aged

for

the

Th is is becau se t h e et h ical appr oval r equ ir ed for su ch

r esear ch is com plex, an d t h e t im e lim it for com plet in g t h is pr oject is sh or t . Exam ples of t h e k in d of r esear ch pr oject you ar e advised t o ch oose wou ld be: •

a cr it ical an d su bst an t ive lit er at u r e r eview;



a case st u dy; (on ly for 253.800 st u den t s)

Research Project s: In t h e libr ar y t h er e ar e exam ples of cou n sellin g pr oject s wh ich you can sear ch an d loan in t h e u su al way. We ar e n o lon ger en cou r agin g st u den t s in t h is paper t o ch oose a t opic an d a r esear ch appr oach at r an dom . Th is is par t ly becau se it is ver y difficu lt t o pr odu ce em pir ical r esear ch of an y valu e in t h e t im e n ow allowed for t h is paper . Also, in Aot ear oa New Zealan d, we desper at ely n eed m or e pr act ice-based r esear ch dr awin g on local k n owledge an d cu lt u r e.

Lit er at u r e r eviews an d case st u dies ar e

appr opr iat e for m s of r esear ch in a pr oject of t h is size an d, over t im e, can for m a cr it ical m ass wh ich is of pr ofession al u se in t h e cou n sellin g field in Aot ear oa New Zealan d.

Th er e ar e a n u m ber of r esear ch ar eas an d appr oach es wh ich we ar e en cou r agin g st u den t s t o con sider . We in vit e you t o t h in k abou t t h e followin g:

Case St udies from Pract ice (Not e: for 2 5 3 .8 0 0 st udent s only) J oh n McLeod's in for m at ion sh eet an d r ecen t book on case st u dy r esear ch (McLeod, 2010) pr ovide t h or ou gh back gr ou n d m at er ial. To ch oose t o wr it e abou t a case st u dy of a clien t wit h wh om you ar e cu r r en t ly wor k in g is et h ically ch allen gin g. Exam ples of n ar r at ive case st u dies wr it t en in collabor at ion wit h for m er clien t s in clu de Kim Et h er in gt on 's wor k (Et h er in gt on , 2000) an d in a sh or t er piece (Wr igh t , 2005). McLeod su ggest s ways in wh ich it is possible t o wr it e abou t clien t wor k in collabor at ion wit h t h at per son .

SEE M UHEC requirem ent s via your research supervisor, and

Appendix 6 , Counselling Case St udy Research Propcols.

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Handbook

Lit erat ure Reviews A syst em at ic lit er at u r e r eview can be a valu able addit ion t o cu r r en t k n owledge abou t a specific t opic, especially based on local st u dies in Aot ear oa New Zealan d.

Lit erat ure Reviews from a Personal Perspect ive, Using Aut oet hnographic Vignet t es Pr odu cin g a lit er at u r e r eview wit h per son al, evocat ive wr it in g abou t you r own exper ien ce of t h at ch osen t opic is m ost appealin g t o people wh o t en d t o r eflect on t h e u ps an d down s of life in wr it in g. Th er e ar e good exam ples of t h is k in d of st u dy in t h e libr ar y in t h e Mast er s of Cou n sellin g Pr oject s sect ion .

To illu st r at e t h e academ ic

lit er at u r e u sin g per son al exam ples is par t icu lar ly con sist en t wit h t h e goals of cou n sellin g.

1 .0 .

1 .1

GENERAL I NFORM ATI ON

Publishing t he Research

Th e r esear ch pr oject in volves appr oach in g a cou n sellin g an d/ or gu idan ce issu e in you r own set t in g or a set t in g you h ave access t o wit h an en qu ir in g m in d an d t h e in t en t ion t o exam in e it s n at u r e an d im plicat ion s (an d in som e cases t o assess t h e effect s of an in t er ven t ion ).

Resear ch in t o cou n sellin g an d psych ot h er apy h as t en ded t o r eflect t h e epist em ologies an d t h er efor e t h e m et h ods of t h e n at u r al an d m edical scien ces (Et h er in gt on , 2000; McLeod, 1999). Un t il t h e m id-1990s, qu an t it at ive m et h ods pr edom in at ed, especially in r esear ch em er gin g fr om t h e USA wh er e m ost cou n sellor s (spelt wit h on e 'l' of cou r se) an d psych ot h er apist s wou ld h ave a fir st degr ee in psych ology (Polk in gh or n e, 1999). Cou n sellin g r esear ch based in Aot ear oa New Zealan d, sit s wit h in t h ese in t er n at ion al t r en ds, alt h ou gh u n iqu e in digen ou s an d cr it ical in flu en ces ar e of cou r se a power fu l par t of an y r esear ch u n der t ak en h er e.

On e of t h e leader s of t h e r adical sh ift t owar ds qu alit at ive an d n ew par adigm r esear ch in cou n sellin g in t h e UK is J oh n McLeod (McLeod, 2011, 2003). Of cou r se, t h is sh ift r eflect s sim ilar (an d ear lier ) m ovem en t s in t h e social scien ces gen er ally, bu t McLeod's descr ipt ion of t h e qu alit at ive explor er s fin ally discover in g t h e clear in g m ar k ed cou n sellin g an d psych ot h er apy m ar k s a t u r n in g poin t .

Th e con sequ en t in cr ease in

in t er est in an d pu blicat ion of qu alit at ive st u dies sin ce t h e m id-1990s is illu st r at ed by t h e lau n ch of t h e Counselling and Psy chotherapy Research jou r n al (CPR), for exam ple,

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of wh ich J oh n McLeod was t h e fir st edit or .

CPR is n ow cir cu lat ed t o over 20,000

m em ber s of t h e British Association for Counselling and Psy chotherapy . It s 'Not es for Con t r ibu t or s' page, em ph asisin g t h at , u n lik e t h e m ajor it y of jou r n als in t h e field, CPR welcom es ar t icles t h at ar e r eflexive, con t ext u alised an d pr act it ion er -or ien t at ed, is wor t h r eadin g on lin e or via t h e libr ar y.

A pu r pose in h avin g t h e r esear ch pr oject in t h e for m of an ar t icle is t o en able you t o acqu ir e a pr act it ion er -r esear ch er -dissem in at or or ien t at ion t o you r wor k .

It is ou r

belief t h at con st an t ly im pr ovin g pr act ice r equ ir es t h is in vest igat ive st an ce an d t h e sh ar in g of ideas an d fin din gs.

We also wan t st u den t s t o or ien t t h em selves t owar ds

pu blish in g m at er ial, t o in cr ease t h e st ock of ideas an d r esear ch fin din gs in Aot ear oa New Zealan d.

Un der t ak in g r esear ch an d pu blish in g fin din gs sh ou ld be par t of t h e

on goin g per for m an ce of pr ofession als in t h e gu idan ce an d cou n sellin g field.

Tr adit ion ally, as poin t ed ou t pr eviou sly, r esear ch in t h e t alk in g t h er apies (cou n sellin g, coach in g an d psych ot h er apy) h as been dom in at ed by t h e m edical m odel an d m or e r ecen t ly by 'eviden ce-based pr act ice'. Wh at con st it u t es 'eviden ce' is con t r over sial an d Cooper (2008) pr ovides a ver y accessible way in t o t h is debat e, as does McLeod (2000) wh o weigh s u p t h e var iou s ph ilosoph ies of k n owledge an d t h e cu r r en t dom in an ce of t h e logical an d scien t ific. Th is dom in an ce h as led t o an over -valu in g of qu an t it at ive an d som e qu alit at ive appr oach es wh er e object ivit y is t h e goal.

Recen t m oves t o in cr ease awar en ess of t h e polit ics of k n owledge (Den zin & Giar din a, 2007) h ave led t o m ajor debat es in edu cat ion , h ealt h disciplin es an d even in cogn it ive beh aviou r al pr act ice an d r esear ch , wh er e u n t il ver y r ecen t ly, on ly em pir ical, posit ivist r esear ch h as been 'accept able'.

As par t of t h e sh ift t owar ds qu alit at ive r esear ch in t h e t alk in g t h er apies (McLeod, 2011), t h e ideal of r eflexivit y (Et h er in gt on , 2004) an d t h e post m oder n em ph asis on su bject ivit ies, som e pr act it ion er -r esear ch er s h ave m oved t owar ds u sin g t h em selves an d t h eir exper ien ce in r esear ch (Wr igh t , 2009). It is n ot an easy opt ion t o wr it e an au t oet h n ogr aph ic piece h owever (Ch an g, 2008)! Con su lt wit h on e of t h e t eam befor e begin n in g.

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Handbook

1 .2

Specific Guidelines t o dist inguish crit eria for papers 2 5 3 .7 5 8 and 2 5 3 .8 0 0

Paper n u m ber

253.758

253.800

Cr edit s

30

45

Wor d len gt h

5000 m axim u m

6500 m axim u m

An n ot at ed Bibliogr aph y

10 m in im u m

15 m in im u m

Pr oject Type

Lit er at u r e Review on ly

Lit er at u r e Review or Case St u dy

Et h ics Applicat ion

Non e

Low Risk Not ificat ion

1 .3

How t o M ak e a St art

St ep one Select a t opic ar ea an d appr oach an d discu ss it wit h t h e paper coor din at or or a su per visor you h ave alr eady iden t ified.

Not e:

253.758 st u den t s ar e r est r ict ed t o

per for m in g a Lit er at u r e Review, wh er eas 253.800 st u den t s m ay also con sider per for m in g a case st u dy. See Appen dix 6.

Refin e you r t opic - it is alm ost always t h e case t h at m ast er s st u den t s st ar t ou t wit h ideas of a size wh ich wou ld be appr opr iat e for sever al Ph Ds or even Nobel pr izes! It is lik ely t h at t h e paper coor din at or an d/ or you r su per visor will su ggest you r edu ce t h e size of t h e pr oject . You m igh t wan t t o ask you r self som e qu est ion s:

Is t h er e a sin gle, clear r esear ch qu est ion ? Wh y is it wor t h you r en er gies t o r esear ch t h is t opic for a year ? Wh at ar e t h e ben efit s of t h e pr oposed r esear ch an d for wh om ? Wh o will ben efit / pot en t ially be h ar m ed an d wh at ar e t h e cu lt u r al im plicat ion s of t h ese et h ical qu est ion s? How will I as a r esear ch er ben efit ? Is t h is r esear ch m an ageable in t h e t im e I h ave available?

St ep t wo Begin a sear ch of t h e r elevan t Lit er at u r e an d peer r eviewed, pu blish ed r esear ch .

Th is in it ial or pr ovision al lit er at u r e r eview is u sefu l in a n u m ber of ways: •

Developm en t of a t h eor et ical per spect ive, wh ich m ay in flu en ce t h e r esear ch design ;

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Handbook



Avoidin g du plicat ion of r esear ch in t h e field;



Con t ext u alisin g t h e r esear ch ;



Befor e you can decide if t h er e is a gap in t h e t opic ar ea you h ave ch osen t o r esear ch , you m u st com plet e an in it ial lit er at u r e su r vey. Wh er e ar e t h e gaps? Wh at m ak es t h is par t icu lar pr oject wor t h wh ile in or der t o fill t h ose gaps?

Mak e an appoin t m en t by em ail, ph on e or in per son t o con t act t h e paper coor din at or or pot en t ial su per visor t o discu ss you r ideas.

St ep t hree Mor e libr ar y r esear ch .

Ch eck lin k s an d m at er ials on St r eam .

St ep four Con sider t h e et h ical issu es.

If you ar e con du ct in g a lit er at u r e r eview for 253.758, you will n ot n eed et h ical appr oval; for 253.800 st u den t s, if you ar e con t em plat in g a case st u dy, r ead Appen dix 6 car efu lly an d follow t h e dir ect ion s.

NB 253.800 st u den t s n eed t o liaise wit h t h eir r esear ch su per visor in or der t o su bm it a Low Risk Not ificat ion t o t h e Massey Un iver sit y Hu m an Et h ics Com m it t ee (MUHEC)

St ep five st

Com plet e you r Resear ch Pr oposal Ou t lin e an d su bm it it by Febr u ar y 1 .

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Handbook

2 .0 .

SCHEDULE OF DATES

Key Dat es and Act ions

Th e followin g ar e k ey dat es an d act ion s:

By 1 st Decem ber or ear lier

Have for m ally en r olled in 253.758/ 253.800

By Febr u ar y 1st

Last dat e t o su bm it Resear ch Pr oposal Ou t lin e

or ear lier

Begin Et h ics Applicat ion if r equ ir ed

By Mar ch 1st

Last dat e by wh ich Su per visor will be allocat ed

By Mar ch 15t h

Su per visor ’s r espon se t o Resear ch Pr oposal Ou t lin e

By J u ly 1st

Com plet ed Pr ogr ess Repor t fr om st u den t du e at Gr adu at e Sch ool of Edu cat ion

By Novem ber 8t h

If you wish t o be assu r ed of gr adu at in g at you r ch osen cer em on y, su bm it :

By Novem ber 15t h

(i)

Ar t icle (wit h : Facin g pages - see Appen dices 2 & 4)

(ii)

Su pplem en t ar y Mat er ials Folder wit h : -

Su pplem en t ar y Not es (see 9.1.3.)

-

Can didat e's St at em en t (see 9.4.)

-

Su per vision Diar y (see 7.4. an d 9.5.)

-

An n ot at ed Bibliogr aph y (see 9.1.3. & Appen dix 3)

Absolu t ely fin al dat e for su bm ission of m at er ials

Not es: (i)

Th e Pr oject sh ou ld be able t o be com plet ed wit h in t h e academ ic year of en r olm en t .

(ii)

A for m al pr oposal for t h e Pr oject m ay be su bm it t ed at an y t im e in t h e year pr ecedin g en r olm en t bu t m ust be su bm it t ed at t h e lat est by 1st Febr u ar y in t h e year of en r olm en t .

Pr oposals su bm it t ed in t h e pr ecedin g year an d wh ile

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Handbook you ar e com plet in g you r ch osen m et h ods paper m u st sh ow eviden ce t h at t h e pr oposal h as been m on it or ed an d appr oved by t h e st aff in t h at paper . (Hen ce it is expect ed t h at st u den t s su bm it t in g pr oposals du r in g t h e year t h ey ar e t ak in g 267.780 or 267.788 will n ot be in a posit ion t o pr esen t a for m al pr oposal for 253.800/ 253.758 u n t il close t o t he end of t he year, wh en pr oposals h ave been com m en t ed on an d appr oved as sat isfact or y for cou r se r equ ir em en t s.)

(iii)

If a st u den t wan t s t o graduat e in t h e Au ck lan d, Palm er st on Nor t h or Wellin gt on cer em on ies (Apr il/ May) t h e com plet ed pr oject m u st be su bm it t ed by Novem ber 8t h in t h e year of en r olm en t .

(iv)

Th e absolu t ely final dat e for su bm ission of t h e com plet ed Pr oject (253.758) is 15t h Novem ber .

3 .0 .

RESOURCES

Wit h in t h e r esear ch m et h ods paper you select , you will h ave been in t r odu ced t o r esou r ces t h at will be h elpfu l t o you in u n der t ak in g t h is r esear ch pr oject . Som e k ey t it les are:

M cLeod, J. (2 0 1 1 ). Qua l i t a t i ve r esea r ch i n counsel l i ng a nd psychot her a py (2 nd ed.). London: Sage. M cLeod, J. (2 0 1 0 ). Ca se st udy r esea r ch i n counsel l i ng a nd psychot her a py. London: Sage. M cLeod, J. (2 0 0 3 ). Doi ng counsel l i ng r esea r ch. London: Sage.

Th er e ar e m u lt iple copies in t h e libr ar y of t h ese t it les.

4 .0 .

SUBM I SSI ON OF PROPOSAL OUTLI NE

4.1.1.

For t r adit ion al r esear ch , t h e pr oposal is st r aigh t for war d.

Th e pr oposal

sh ou ld follow 267.780 or 267.788 gu idelin es an d n eeds t o cover t h e m ain feat u r es of t h e Pr oject .

It is qu it e accept able t o su bm it t h e pr oposal

pr eviou sly su bm it t ed as par t of you r m et h ods paper , pr ovided t h at you h ave m ade an y m odificat ion s based on t h e assessm en t feedback you r eceived for t h at piece of wor k an d t h at you h ave r efor m at t ed it as bein g a pr oposal for

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Handbook

t h is Pr oject r at h er t h an ju st t h e exact layou t sen t in for you r r esear ch pr oposal assign m en t , if t h is is n ecessar y.

For new paradigm research see Reading One.

4.1.2.

For t r adit ion al r esear ch a pr oposal will n or m ally con t ain t h e followin g:

(i)

A wor k in g t it le.

(ii)

A st at em en t of t h e aim (s) of t h e r esear ch - in cor por at in g a descr ipt ion of t h e pr oblem or issu e t o be exam in ed.

(iii)

A list of t h e research quest ions t o be exam ined in t h e st u dy.

(iv)

An ou t lin e of t h e m ajor lit erat ure t o be con su lt ed an d r eviewed.

(v)

A descr ipt ion of t h e pot en t ial an d plan n ed m et hod of in vest igat ion .

(vi)

A su ggest ed t im e fram e t o be followed t h r ou gh ou t t h e Pr oject .

(vii)

Approvals for field work if in t er views, obser vat ion s, et c., in volve n eedin g appr oval fr om people in au t h or it y; or plan s/ for m s, et c. for gain in g su ch appr oval (som e of t h ese will lat er be su bm it t ed as par t of you r applicat ion for et h ics appr oval).

(viii)

Th e nam es of possible supervisors at t h e Un iver sit y, an d an y pot en t ial 'field con su lt an t (s)' t o wh om per iodic r efer en ce m ay be m ade in t h e St u den t 's own locale (see Sect ion 6.0 on Su per vision an d t h e en closu r e on St aff Resear ch In t er est s).

(ix)

A st at em en t of expect ed out com es.

(x)

Ten t at ive out line of t he st ruct ure of t h e fin al r epor t (ar t icle) an d a t im e lin e.

4.1.3.

253.800 st u den t s wish in g t o per for m a case st u dy n eed t o follow t h e gu idelin es in Appen dix 6, Par t G.

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Handbook

Two (2 ) copies of t h e pr oposal m u st be su bm it t ed t o t h e Gr adu at e Sch ool of Edu cat ion .

On e copy will be r et ain ed for r ecor ds pu r poses.

You r

su per visor will r et ain t h e secon d copy.

4.1.5.

Wh ile Febr u ar y 1st is t h e fin al dat e for su bm ission of a pr oposal it is obviou sly m or e sat isfact or y if you an d you r su per visor can com m u n icat e wit h each ot h er befor e t h is dat e. You r pr oposal is a pr elim in ar y ou t lin e of t h e t opic an d bot h you an d you r su per visor m ay wish t o explor e alt er n at ive possibilit ies befor e set t lin g on an agr eed appr oach .

4.2.

Com plet e t wo Resear ch Ou t lin e Su m m ar y Sh eet s (See Appen dix 7) an d at t ach t o t h e copies of you r pr oposal.

4.2.1. SEND TWO (2 ) COPI ES OF YOUR RESEARCH OUTLI NE BY FEBRUARY 1 ST TO: The Adm inist rat or Graduat e School of Educat ion M assey Universit y I nst it ut e of Educat ion Privat e Bag 1 1 2 2 2 M anawat u Box Lobby Palm erst on Nort h 4 4 4 2

Do not send your out line direct t o t he person you are expect ing t o supervise your research.

5 .0 .

EX AM PLES OF RESEARCH TOPI CS

5.1.1.

Som e exam ples of r esear ch pr oject s alr eady u n der t ak en for 253.758 ar e list ed in Appen dix 1. A fu ll list can be obt ain ed fr om t h e Sch ool Secr et ar y an d t h e libr ar y h olds som e of t h e MCou n s pr oject s.

At var iou s poin t s

t h r ou gh t h e year you m ay fin d it h elpfu l t o bor r ow som e com plet ed pr oject s t o assist you wit h developin g you r s. Tak e advice fr om you r su per visor on t h is, wh o m ay also be able t o r ecom m en d wh ich pr oject s m ay be m ost h elpfu l. Th ese past pr oject s m ay st ill be in for m at ive for 253.800 st u den t s; t h ou gh be awar e of r evised con dit ion s.

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Handbook

6 .0

SUPERVI SI ON

6.1.

St aff I nt erest s An in dicat ion of st aff m em ber s' fields of in t er est can be iden t ified t h r ou gh t h e In st it u t e of Edu cat ion Resear ch sit e. Click on clu st er s. Th e Cou n sellin g an d Gu idan ce t eam belon g t o t h e Lifelon g Edu cat ion Resear ch Clu st er . Wh er e you r t opic an d a st aff m em ber 's field of in t er est coin cide t h er e m ay well be t h e possibilit y of or gan izin g su per vision wit h t h em .

However , as

som e st aff will be m or e h eavily loaded wit h gr adu at e su per vision an d t each in g t h an ot h er s, you m ay n eed t o be allocat ed a su per visor ot h er t h an t h e on e you n om in at e.

6.2.

Approaching a possible Supervisor

6.2.1.

Som e st u den t s will h ave h ad con t act wit h pot en t ial su per visor s wh ile pr epar in g t h eir fin al assign m en t for t h eir r esear ch m et h ods paper . In som e cases t h is con t act m ay be con t in u ed in t o t h e Pr oject it self.

6.2.2.

You m ay in depen den t ly wish t o appr oach a pot en t ial su per visor befor e fir m in g u p you r pr oposal. You ar e welcom e t o m ak e in for m al con t act s wit h lik ely su per visor s bu t even t u ally t h e allocat ion of su per vision is t h e r espon sibilit y of t h e Gr adu at e St u dies Com m it t ee.

6.3.

Field Consult ant (s) Wh ile t h is is n ot a r equ ir em en t , you m ay fin d it ver y u sefu l t o locat e an exper ien ced per son in you r r egion wh o is willin g t o assist fr om t im e t o t im e wit h t h e developm en t of you r Pr oject . Su it able field con su lt an t s wou ld be people wh o h ave h ad exper ien ce in con du ct in g r esear ch pr oject s as par t of t h eir own cou r se of st u dy or pr act ice or in t h eir ever yday wor k in g con t ext .

6.4.

Cult ural Consult at ion It is lik ely t o be vit al t o you r pr oject if you r t opic is dir ect ly abou t cu lt u r al issu es or n ot , t o r espect NZAC an d Tr eat y of Wait an gi com m it m en t s.

6.5.

Allocat ion of Supervisor Su per visor s for all m ast er at e r esear ch pr oject s in t h e Massey Un iver sit y In st it u t e of Edu cat ion will be allocat ed officially by t h e Gr adu at e Sch ool of Edu cat ion . All st u den t s will r eceive official n ot ificat ion of t h eir su per visor as soon as possible aft er ear ly Mar ch in t h e year of en r olm en t .

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Handbook

7 .0 .

SUPERVI SI ON PROCEDURES

7.1.1.

Supervisor's and St udent 's Responsibilit ies Su per vision is a sh ar ed pr ocess. It is t h e su per visor 's r espon sibilit y t o offer su ggest ion s, gu idan ce an d, wh er e n ecessar y, dir ect ion in or der t o cr eat e t h e con dit ion s in wh ich you can develop an d com plet e you r Pr oject t o you r sat isfact ion an d in t h e t im e available.

7.1.2.

It is you r r espon sibilit y t o seek gu idan ce an d advice fr om you r su per visor , especially wh er e u n cer t ain t y or opt ion s ar ise.

Fr om t im e t o t im e you r

su per visor m igh t offer su ggest ion s an d you m u st m ak e decision s abou t wh et h er t o accept t h ese or n ot .

Th e capacit y of st u den t s t o evalu at e

su per vision advice an d t o m ak e sen sible ch oices becom es par t of t h e evalu at ion pr ocess.

7.2.

Project Approval You sh ou ld n ot pr oceed wit h fieldwor k u n less pr ovision al or con fir m ed appr oval h as been r eceived (especially if you r st u dy r equ ir es et h ics appr oval).

On ce appr oval h as been r eceived you ar e expect ed t o m ove

gen er ally alon g t h e t im e-lin e laid ou t in t h e pr oposal. Sever e disr u pt ion s t o t h e t im e-lin e for per son al or ot h er r eason s m u st be com m u n icat ed t o t h e su per visor an d t h e Pr oject r e-evalu at ed.

7.3.

On-Cam pus At t endance and Supervision Schedule You cou ld look t o bein g on cam pu s for su per vision at som e poin t in t h e u n der t ak in g of t h e Pr oject . Th is m ay be at t h e sam e t im e as on -cam pu s at t en dan ce for ot h er cou r ses, su ch as wit h in Pr ofession al Developm en t wor k sh ops.

St u den t s sh ou ld con t act t h eir su per visor abou t availabilit y

t h en an d at ot h er t im es du r in g t h e year . Not e: Su per vision on lin e (u sin g Sk ype or sim ilar ) is also a possibilit y, an d is becom in g m or e widely u sed.

7.4.

Supervision Diary

7.4.1.

It is a r equ ir em en t t h at st u den t s m ak e for m al con t act wit h t h eir su per visor at least once a m ont h by t eleph on e, let t er , on lin e or per son al con t act . Th is m on t h ly con t act an d ot h er in volvem en t sh ou ld be r ecor ded in a su per vision diar y k ept by you an d m ay be su bst an t ive or sim ply a con fir m at ion t h at

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Handbook

con t act ar ou n d a cer t ain issu e was m ade. You sh ou ld m ak e a r ecor d of all con t act s m ade wit h you r su per visor .

7.4.2.

Th e Su per vision Diar y sh ou ld be su bm it t ed as par t of t h e Su pplem en t ar y m at er ial wit h t h e Pr oject an d will be t ak en as eviden ce t h at bot h par t ies t o t h e su per vision pr ocess h ave m et t h eir r espon sibilit ies. See Appen dix 8 for su ggest ed for m at .

7.5.

Progress Report s

7.5.1.

A m id-year (J u ly 1st ) r epor t fr om st u den t s on t h e pr ogr ess of t h e Pr oject will be r equ est ed by t h e Gr adu at e St u dies Com m it t ee.

Th is r epor t will

com m en t br iefly on t h e pr ogr ess bein g m ade on t h e Pr oject , t h e su per vision con t act s, an d an y on -cam pu s in t er views, et c. Su per visor s will be ask ed t o com m en t on t h e pr ogr ess r epor t 's in dicat ion of pr ogr ess.

8 .0 .

ETHI CAL CONSI DERATI ONS

8.1.

Th e et h ical gu idelin es below an d pr in ciples for t h e con du ct of edu cat ion al r esear ch ar e based on sim ilar gu idelin es developed by t h e New Zealan d Associat ion for Resear ch in Edu cat ion (NZARE) an d t h e Code of Et h ical Con du ct developed by t h e Massey Un iver sit y Hu m an Et h ics Com m it t ee. We h ave r et ain ed t h is sect ion in t h e st u dy gu ide, even t h ou gh you will n ot be per m it t ed t o pu r su e em pir ical r esear ch , becau se u n der st an din g et h ical con sider at ion s is vit al for all r esear ch er s.

READI NG A ch apt er by Su e Cor n for t h fr om a r ecen t edit ed book (Cr ock et , Agee & Cor n for t h , 2011) will be post ed on St r eam .

8.2.

Et hical Responsibilit y

8.2.1.

Respon sibilit y for est ablish in g an d m ain t ain in g et h ical pr act ices in t h e con du ct of r esear ch lies wit h you , an d you sh ou ld discu ss fu lly wit h you r su per visor all t h e et h ical im plicat ion s of t h e st u dy.

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Handbook

Th er e ar e fou r cir cu m st an ces, wh er e an applicat ion m ust be m ade t o t h e Massey Un iver sit y Hu m an

Et h ics Com m it t ee (MUHEC) t h r ou gh

the

su per visor :

(i)

Wh en par t icipan t s ar e t o be su bject ed t o pr ocedu r es t h at ar e pot en t ially h ar m fu l t o t h eir ph ysical or m en t al h ealt h .

(ii)

Wh en specific advice is n eeded on t h e n at u r e of et h ical pr oblem s an d t h eir solu t ion in a par t icu lar pr oject .

(iii)

Wh en , aft er discu ssion wit h t h e su per visor , u n r esolved et h ical issu es ar e appar en t .

(iv)

Wh en an ext er n al agen cy r equ ir es cer t ificat ion of et h ical appr oval as a pr er equ isit e for fu n din g, for scr een in g by t h eir own et h ical com m it t ee or allowin g access t o agen cy oper at ion s.

8.2.3.

Becau se obt ain in g appr oval fr om MUHEC can t ak e t im e, it is im port ant t o est ablish wit h your supervisor as soon as you can just what et hical clearance is necessary for your Project .

All st u den t s en r olled in 253.800 will wor k wit h t h eir su per visor in or der t o lodge a Low Risk Not ificat ion wit h MUHEC.

See h t t p:/ / www.m assey.ac.n z/ m assey/ r esear ch / r esear ch -et h ics/ h u m an et h ics/ for fu r t h er in for m at ion an d t h e for m s t h em selves.

8.3.

General Principles

8.3.1.

Et h ical pr in ciples ar e n ot t o be con fu sed wit h et h ical r u les. specific an d pr escr ibe or for bid cer t ain act ion s.

Ru les ar e

Pr in ciples, on t h e ot h er

h an d, ar e t ypically gen er al an d n eed t o be in t er pr et ed befor e bein g applied in a par t icu lar con t ext .

8.3.2.

Th e m ajor et h ical pr in ciples in t h e con du ct of r esear ch ar e:

(i)

inform ed consent

of t h e par t icipan t s;

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Handbook

(ii)

confident ialit y

of

the

dat a

an d

the

iden t it y

of

in dividu als pr ovidin g it ;

(iii)

m inim ising of harm

t o all per son s in volved in or affect ed by t h e r esear ch or it s ou t com es;

(iv)

t rut hfulness

an

avoidan ce

of

an y

u n n ecessar y

decept ion ;

(v)

social sensit ivit y

t o t h e age, gen der , cu lt u r e, r eligion , social class of t h e su bject s.

8.3.3.

In all cases r esear ch su bject s h ave r igh t s t h at su per sede t h ose of t h e in vest igat or , ir r espect ive of t h e age of t h e su bject s. Th e in t er est s of societ y in gen er al, an d t h e welfar e of r esear ch su bject s in par t icu lar , t ak e pr eceden ce over t h e in t er est s of t h e r esear ch er .

8.4.

Specific Right s and Responsibilit ies (i)

Resear ch su bject s, or t h ose wh o act in loco parentis, h ave t h e r igh t t o r efu se t o par t icipat e in t h e r esear ch wit h ou t pen alt y, an d t h e r igh t t o wit h dr aw fr om t h e r esear ch wit h ou t pen alt y.

(ii)

Th e r esear ch er h as a r espon sibilit y t o en su r e t h at n o r esear ch pr ocedu r e is u sed t h at m ay cau se ph ysical or psych ological h ar m t o t h e su bject (e.g., r esear ch pr oposals in volvin g 't im eou t ' or wh er e in t er views m igh t pr ove u pset t in g t o par t icipan t s sh ou ld be r efer r ed t o t h e Hu m an Et h ics Com m it t ee).

(iii)

Th e r esear ch er h as a r espon sibilit y t o en su r e t h at t h e dem an d m ade u pon t h e t im e of par t icipan t s does n ot adver sely affect t h em .

(iv)

Th e r igh t s of par t icu lar et h n ic or cu lt u r al gr ou ps sh ou ld be ack n owledged an d r espect ed.

(For in st an ce, in Māor i an d Pasifik a

cu lt u r es, 'k n owledge' is r egar ded as t h e pr oper t y of t h e gr ou p, an d wh ile it m ay be bor r owed or sh ar ed, it m ay n ot be t ak en .

Th u s

r esear ch er s m u st en su r e t h at t h ey do n ot u se su ch k n owledge as if it wer e t h eir own ; access t o it m u st r em ain in t h e con t r ol of t h e appr opr iat e gr ou p wh o will con t in u e t o det er m in e wh o h as access, u n der wh at con dit ion s, an d for wh at pu r poses.)

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Handbook

Consent and Confident ialit y (i)

Befor e

com m en cin g

r esear ch ,

if

the

st u dy

in volves

h u m an

par t icipan t s, con sen t sh ou ld be obt ain ed. See t h e MUHEC sit e for a t em plat e t o be u sed for t h is pu r pose. To en su r e t h at su ch con sen t is inform ed, t h e r esear ch er sh ou ld:

-

pr ovide all par t icipan t s wit h a com pr eh en sible explan at ion of t h e n at u r e an d pu r pose of t h e r esear ch , in clu din g an y feat u r es t h at m ay affect su bject s' willin gn ess t o par t icipat e;

-

an swer all qu est ion s fr om par t icipan t s t o t h eir sat isfact ion , an d in t er m s t h at ar e appr opr iat e t o t h eir com pr eh en sion ;

-

in for m an d obt ain con sen t fr om par en t s, gu ar dian s an d/ or t h ose wh o act in loco parentis wh er e su ch con sen t is appr opr iat e;

-

en su r e t h at par t icipan t s u n der st an d t h at t h ey m ay declin e t o par t icipat e or wit h dr aw fr om t h e act ivit y at an y t im e wit h ou t pen alt y of an y sor t an d t h at t h eir pr ivacy an d con fiden t ialit y will be pr ot ect ed.

(ii)

Wh er e t h e r esear ch en t ails gain in g access t o in st it u t ion al r ecor ds, t h e r esear ch er sh ou ld gain t h e con sen t bot h of t h e par t icipan t s an d of t h e in st it u t ion con cer n ed.

(iii)

Par t icipan t s sh ou ld be assu r ed t h at t h eir iden t it y will be con cealed du r in g t h e pr ocessin g an d r epor t in g of t h e r esear ch , an d sh ou ld be in for m ed of t h e m easu r es t ak en

t o en su r e con fiden t ialit y of

in for m at ion , in clu din g video an d au dio r ecor din g.

CASE STUDI ES Please n ot e h er e t h at non-ident ifiabilit y is a m or e st r in gen t r equ ir em en t t h an n on -iden t ificat ion . It m ay be possible t o iden t ify locat ion , for exam ple, ju st fr om t h e n am e of t h e r esear ch er .

Th is

sh ou ld be t ak en in t o accou n t wh en r epor t in g fin din gs or wr it in g case st u dies.

In som e cases, of cou r se, iden t ificat ion of a set t in g

m ay n ot be a pr oblem an d m ay even be cen t r al t o t h e st u dy. However , t h is n eeds t o be clear ed wit h k ey st ak eh older s.

21

Handbook

8.6.

Feedback and Report ing (i)

At an appr opr iat e t im e (i.e., wh en t h er e is su fficien t dat a an d an alysis t o per m it it ) par t icipan t s sh ou ld be given feedback on t h e r esear ch an d t h e oppor t u n it y pr ovided for an y m iscon cept ion s t o be clar ified an d qu est ion s an swer ed.

(ii)

Resear ch er s sh ou ld ack n owledge t h e co-oper at ion an d con t r ibu t ion of all con cer n ed in t h e con du ct of t h e r esear ch .

(iii)

Nor m ally a Pr oject is a pu blic docu m en t an d sh ou ld n ot con t ain an y con fiden t ial or per son al m at er ial u n less per m ission h as been ver ifiably obt ain ed.

(iv)

Resear ch er s h ave a r espon sibilit y in r epor t in g t h eir r esear ch t o en su r e t h at du e r egar d is given t o t h e r ole an d in t er est s of all par t ies con cer n ed, an d t h e social, polit ical an d h u m an im plicat ion s. Th is m ay n ecessit at e:

-

ack n owledgin g an y assist an ce r eceived;

-

st at in g t h e par t icu lar et h ical con cer n s t h at h ave been con sider ed an d t h e pr in ciples t h at h ave been followed;

-

r epor t in g r esear ch even if t h e r esu lt s con flict wit h t h e r esear ch er 's expect at ion s.

8.7.

This sect ion has provided a brief overview of et hical considerat ions. St udent s m ust consult t he M assey Code of Et hical Conduct (ht t p:/ / www.m assey.ac.nz/ m assey/ research/ research-et hics/ hum anet hics/ ) in const ruct ing t heir proposal and t hen furt her developing t he design.

9 .0 .

PRESENTATI ON OF THE PROJECT

9.1.1.

Form at Th e Pr oject is n ot a t h esis an d will n ot r esem ble a t h esis in dept h of in qu ir y or len gt h of r epor t in g.

We ar e k een t h at t h e m at er ial pr esen t ed is r ead

r at h er t h an ju st bein g sh elved. Th er efor e, t h e pr oject s ar e t o be pr esen t ed

22

Handbook in t h e for m of a jou r n al ar t icle t h at pot en t ially can be pu blish ed as soon as possible aft er com plet ion an d assessm en t .

Not es:

9.1.2.

(i)

Place you r Ack n owledgem en t s in t h e Su pplem en t ar y Mat er ial.

(ii)

wor d len gt h 253.800 – 6500 wor ds; 253.758 – 5000 wor ds.

In Appen dix 2, 'In for m at ion for Con t r ibu t or s' for t h e New Zealan d J ou r n al of Cou n sellin g is pr ovided an d t h is will ser ve as t h e basic gu idelin es for ar t icle pr epar at ion .

A n u m ber of pr oject s alr eady com plet ed h ave been

pu blish ed in jou r n als.

9.1.3.

Supplem ent ary M at erials As we ar e n ow u sin g St r eam , we ar e ask in g you

t o su bm it

the

su pplem en t ar y m at er ials elect r on ically. Even t h ou gh t h e m ajor pr odu ct ion will be ar t icle len gt h , it is st ill essen t ial t o develop an d u n der t ak e t h e Pr oject wit h appr opr iat e scope an d du e r egar d for fu n dam en t al r esear ch pr in ciples. To en su r e t h at t h is h appen s, in addit ion t o an d separ at e fr om t h e ar t icle, you will n eed t o su bm it t h e followin g:

-

supplem ent ary m at t er s.

not es on

m et h odology,

r esu lt s

an d

an alysis

Th ese n eed t o be su fficien t t o cover k ey pr ocedu r es an d

issu es an d t o clar ify an y lik ely poin t s of con t en t ion .

-

where

relevant ,

illu st r at ive m at er ials,

sam ples

of

let t er s or

qu est ion n air es, t r an scr ipt s or ot h er 'r aw' dat a.

-

earlier draft s an d 't hink pieces', t h at illu st r at e t h e developm en t of ideas.

-

An Annot at ed Bibliography of m ajor lit er at u r e st u died (som e of wh ich will be r efer r ed t o in t h e ar t icle), wit h su m m ar y com m en t s on t h em es an d issu es r elevan t t o t h e pr oject t opic. For 253.800 it is expect ed t h at t h er e will be at least 15 cen t r al lit er at u r e sou r ces in clu ded (see Appen dix 3 for det ails of pr ocedu r es for com plet in g t h e An n ot at ed Bibliogr aph y).

St u den t s com plet in g 253.758 n eed t o

su bm it at least 10 cen t r al lit er at u r e sou r ces.

23

Handbook

Su per visor s will assist in det er m in in g exact ly wh at is r equ ir ed for t h is su pplem en t ar y m at er ial. Not e t h at t h e over all t ask s of t h e su pplem en t ar y m at er ial ar e t o pr ovide eviden ce of t h e wr it in g st ages of t h e Pr oject an d t o dem on st r at e t h at t h e r epor t ed pr ocedu r es wer e u n der t ak en .

9.2.

St yle

9.2.1.

You r pr oject ar t icle sh ou ld be wr it t en in an appr opr iat e 'academ ic' st yle. Th e su per visor sh ou ld also be con su lt ed abou t m at t er s of st yle at an ear ly st age in t h e wr it in g.

9.2.2.

As t h e wr it in g of t h e r esear ch ar t icle develops, it is u sefu l t o k eep ask in g t h e followin g qu est ion s:

-

Is t h e pu r pose of t h e Pr oject m ade clear an d k ept t o t h e for efr on t at all t r an sit ion poin t s?

-

Is t h er e a clear focu s an d dir ect ion for each sect ion ?

-

Cou ld an in t elligen t r eader m ak e sen se of wh at is wr it t en wit h ou t h avin g t o (i) sift t h r ou gh u n n ecessar y det ail or (ii) gu ess t h e m ean in g of k ey ideas/ t er m s?

-

Ar e t h e pr ocedu r es (m et h ods) adequ at ely descr ibed?

-

Has t h e eviden ce been adequ at ely r epor t ed?

-

Ar e t h e con clu sion s war r an t ed?

-

Has t h e t h eor y/ lit er at u r e been in t egr at ed wit h t h e m et h odology an d t h e an alysis an d discu ssion of r esu lt s?

-

Ar e lin k s m ade wit h ot h er r elat ed r esear ch or gu idan ce an d cou n sellin g issu es?

-

Have t h e con st r ain t s an d lim it at ion s of t h e st u dy been su fficien t ly con sider ed?

-

Have all t h e et h ical con sider at ion s been addr essed?

-

Does it m eet t h e len gt h r equ ir em en t (NB:

Th e Abst r act an d

Refer en ce list ar e ext r a t o t h is)?

9.2.3.

Followin g t h ese in st r u ct ion s, su bm it you r su pplem en t ar y m at er ials on lin e. We will be givin g m or e det ail abou t t h is on St r eam .

9.3.

Two (2 ) paper copies of t h e ar t icle an d one (elect ronic) copy of t h e su pplem en t ar y m at er ial m u st be su bm it t ed by Novem ber 8 t h in t h e year of en r olm en t t o be eligible t o gr adu at e at you r ch osen cer em on y.

Th e

24

Handbook absolu t ely fin al dat e for su bm ission of you r pr oject is Novem ber 15t h . You sh ou ld k eep a copy for you r self. Th e su per visor m ay r et ain a copy of t h e ar t icle an d on e copy will be h eld on file, an d possibly cat alogu ed in t h e libr ar y.

9.4.

Candidat e's St at em ent You ar e r equ ir ed t o in clu de wit h t h e su pplem en t ar y m at er ial a st at em en t cer t ifyin g t h at t h e Pr oject su bm it t ed is t h e r esu lt of you r own wor k , except wh er e ot h er wise ack n owledged, an d t h at t h is Pr oject or an y par t of t h e sam e h as n ot been su bm it t ed for ot h er paper s or degr ees for wh ich cr edit or qu alificat ion s h ave been gr an t ed.

9.5.

Binding Th e ar t icle copies sh ou ld be pr esen t ed in plast ic r in g-bou n d for m wit h a clear plast ic cover , an in it ial facin g page wit h t h e in for m at ion sh own in Appen dix 4.

9.6. SEND TWO (2 ) COPI ES OF YOUR PROJECT TO ARRI VE BY NOVEM BER 8 TH TO: The Adm inist rat or, Graduat e School M assey Universit y, I nst it ut e of Educat ion Privat e Bag 1 1 2 2 2 M anawat u Box Lobby Palm erst on Nort h 4 4 4 2 AND PLACE AN ELECTRONI C COPY OF YOUR SUPPLEM ENTARY M ATERI ALS I N THE DROPBOX ON THE 2 5 3 .8 0 0 / 2 5 3 .7 5 8 STREAM ALSO BY THE 8 TH NOVEM BER.

1 0 .0 .

EX AM I NATI ON OF THE PROJECT

10.1.1.

Th e Pr oject will be exam in ed by t wo in depen den t exam in er s. Th ey m ay be Massey Un iver sit y st aff m em ber s, or fr om an ot h er in st it u t ion .

10.1.2.

Assessm en t will in clu de bot h a let t er gr ade an d a wr it t en r epor t (see 10.3 an d Appen dix 5). In br oad t er m s, t h e ar t icle will be wor t h 80% of t h e fin al

25

Handbook

gr ade an d t h e su pplem en t ar y m at er ial 20%. Official r esu lt s will be n ot ified t h r ou gh t h e n or m al exam in at ion pr ocess an d ar e open t o r e-con sider at ion in t h e sam e way as ot h er r esu lt s.

10.1.3.

Th e exam in er will be ask ed t o pr ovide a wr it t en r epor t , wh ich will u su ally in clu de:

(i)

an over all evalu at ion of t h e su bst an ce an d qu alit y of t h e Pr oject ;

(ii)

an in dicat ion of par t icu lar st r en gt h s or weak n esses of su ch feat u r es as r esear ch

pr ocedu r es, t h eor et ical

r igou r , in t er pr et at ion

an d

ar gu m en t , an d pr ofession al sign ifican ce, appr opr iat e t o t h e n at u r e of t h e Pr oject ; an d (iii)

com m en t s on par t icu lar st r en gt h s or weak n esses in pr esen t at ion an d r epor t in g.

10.1.4.

Alt h ou gh t h er e is n o on e set of cr it er ia by wh ich t h e m at er ial m ay be exam in ed, t h e followin g set of br oad gu idelin es (appr opr iat e t o t h e Pr oject for m an d st yle) ar e u sed:

Focus: Ar e t h e object ives an d r esear ch qu est ion s clear ?

Foundat ions:

Is t h e r esear ch con n ect ed t o est ablish ed k n owledge or

pr act ice exper ien ce (dem on st r at ed t h r ou gh lit er at u r e sou r ces an d cit in g); t h is m ay also in volve a cr it ical appr oach t o est ablish ed t h eor y?

M et hodology: Has t h e m ean s for r esear ch in g t h e r esear ch qu est ion s bein g adequ at ely ju st ified?

Ar e issu es of et h ics, validit y, r eliabilit y su it ably

addr essed? Ar e t h e pr ocedu r es followed for dat a collect ion appr opr iat e?

Result s: Ar e t h e r esu lt s pr esen t ed in a clear , con cise an d m ean in gfu l way? Has good u se been m ade of su ch t h in gs as Tables, Figu r es, Dat a, Qu ot at ion s t o illu m in at e?

Discussion:

Does t h e discu ssion

lin k

t h e fin din gs t o est ablish ed

k n owledge or pr act ice exper ien ce (eit h er in su ppor t or ch allen ge) an d t o t h e r esear ch aim s? Is t h er e an ext en sion in t o im plicat ion s?

26

Handbook

Conclusion:

Is t h e m at er ial of t h e Pr oject br ou gh t t oget h er in a con cise

m an n er wit h con clu sion s t h at ar e appr opr iat e an d t h at ar ise fr om t h e st u dy wit h ou t goin g beyon d it ? 10.1.5.

Th ese poin t s sh ou ld be dem on st r at ed in t h e ar t icle. Wh er e t h e ar t icle does n ot allow fu ll h an dlin g of an issu e (e.g., a discu ssion of diver gin g t h eor et ical st an ces in t h e lit er at u r e or exam in at ion of ar gu m en t s for an d again st a par t icu lar m et h odology) t h is sh ou ld be locat ed in t h e Su pplem en t ar y m at er ial. Typically t h is m igh t be in t h e for m of 't h in k -pieces'.

10.1.6.

Writ ing/ Present at ion:

As well as t h e above, pr esen t at ion of t h e ar t icle

m at er ial is im por t an t .

Mat t er s of clar it y, for m at , st yle, or gan isat ion ,

accu r acy an d r eadabilit y sh ou ld be con sider ed.

10.1.7.

Th e gu idelin es in dicat e t h e len gt h of t h e ar t icle t o be wr it t en an d t h is sh ou ld be adh er ed t o. Th e m ar k er will appr oach t h is issu e as if t h ey wer e t h e Edit or of su ch a jou r n al an d assess t h e ext en t t o wh ich t h e m at er ial wou ld be pu blish able as pr esen t ed.

10.1.8.

Th is m ay m ean t h at t h e cr it er ia for len gt h can be m odified, wit h in r eason , t o accom m odat e a paper , say, t h at n eeds t o in cor por at e qu alit at ive dat a pr esen t at ion

or

on e n eedin g ext r a essen t ial Tables an d/ or

Figu r es.

However , goin g beyon d t h e set len gt h sh ou ld be seen as t h e except ion , r at h er t h an t h e r u le.

10.2.

Grades for Research Project s See Appen dix 5

10.3

On page 28 is a sam ple 253.800 Case St u dy Exam in at ion Sh eet (n ot e: Th e 6500 wor d Case St u dy Resear ch Pr oject accou n t s for 80% of t ot al, wit h 20% for Su pplem en t ar y Mat er ials)

11.0.

I nt ent ion t o Publish

11.1.

St u den t s ar e en cou r aged t o pu r su e act u al pu blicat ion of t h e Pr oject ar t icle aft er t h e su bm ission an d exam in at ion pr ocedu r es ar e com plet ed.

11.2.

Becau se a su per visor is lik ely t o be in volved in an advisor y capacit y wit h t h e r esear ch an d t h e pr odu ct ion of t h e Pr oject ar t icle, it is an t icipat ed t h at an y su ch pu blicat ion su bm ission will be in t h e for m of a join t -au t h or sh ip

27

Handbook

wit h you as fir st (sen ior ) au t h or an d t h e su per visor as secon d (ju n ior ) au t h or . However , wh er e t h e degr ee of in volvem en t in t h is in it ial ph ase h as been ligh t or by ch oice, t h e su per visor m igh t waive t h at expect at ion .

11.3.

Aft er t h e exam in at ion of t h e Pr oject is com plet e, t h e su per visor is able t o get m or e fu lly in volved in t h e wor k of pr epar at ion for pu blicat ion . Th is m ay in clu de som e r e-wr it in g, edit or ial assist an ce, gu idan ce abou t appr opr iat e jou r n als t o su bm it t o an d/ or som e r ewor k in g of m at t er s of su bst an ce. Th e r elat ion sh ip will be able t o ch an ge fr om t h at of su per visor -su per visee t o t h at

of collabor at ive colleagu es.

It wou ld be en visaged t h at su ch

in volvem en t wou ld be n egot iat ed bet ween t h e par t ies in t h e spir it of join t au t h or sh ip.

28

Handbook

2 5 3 .8 0 0 Case St udy: Exam inat ion Sheet : Nam e:

I D. No:

Exam iner:

M ark out of 8 0 %:

1 = excellent

2 = good

3 = adequat e

Dat e: / 80

4 = inadequat e

5 = poor

1 . Present at ion qualit y – 1 0 % How clear ly was t h e case ar t icu lat ed? How well wer e appr opr iat e aids u sed t o con vey t h e m at er ial? 1

2

3

4

5

Com m ent :

2 . Scope of Case-St udy – 4 0 % How well ar e t h e cu lt u r al issu es at t en ded t o? Is t h e con t ext adequ at ely descr ibed? Wer e t h e t ech n iqu e of goal set t in g an d collabor at ion well docu m en t ed an d descr ibed? How was t h e wor k evalu at ed? Was t h e clien t ‘voice’ eviden t ? 1

2

3

4

5

Com m ent :

3 . St ruct ure of Case St udy – 2 0 % Does t h e Case St u dy h ave a clear or gan ized fr am ewor k t h at is ju st ified? In t r odu ct ion an d con clu sion ? In t egr at ion of case con cept ion an d t h e cou r se of t h er apy? 1

2

3

4

5

Com m ent :

4 . Evidence of reading – 1 0 % How well is t h e case an d t h er apist decision m ak in g su ppor t ed wit h r efer en ce t o appr opr iat e lit er at u r e? 1 Com m ent

2

3

4

5

29

Handbook

References

Ch an g, H. (2008). Autoethnography as method. Waln u t Cr eek , CA: Left Coast Pr ess. Cooper , M. (2008). Essential research findings in counselling and psy chotherapy : The facts are friendly . Lon don , En glan d: Sage. Cooper , M., & McLeod, J . psych ot h er apy:

(2007).

A plu r alist ic fr am ewor k for cou n sellin g an d

Im plicat ion s for r esear ch .

Counselling and Psy chotherapy

Research, 7(3), 135-143. Cr ock et , K., Agee, M., & Cor n for t h , S.

(2011).

Ethics in practice:

A guide for

counsellors. Wellin gt on , New Zealan d: Du n m or e. Den zin , N. K., & Giar din a, M. D. (Eds.). (2007). Ethical futures in qualitative research. Waln u t Cr eek , CA: Left Coast Pr ess In c. Et h er in gt on , K. (2000). Narrative approaches to Work ing w ith Adult Male Survivors of Child Sexual Abuse: The Clients', the Counsellor's and the Researcher's Story . Lon don , En glan d: J essica Kin gsley. Et h er in gt on , K. (2004). Becoming a reflexive researcher: using ourselves in research. Lon don , En glan d: J essica Kin gsley Pu blish er s. McLeod, J .

(2010).

Case study research in counselling and psy chology .

Lon don ,

En glan d: Sage. McLeod, J . (1999). Practitioner Research in Counselling. Lon don , En glan d: Sage. McLeod, J .

(2000).

Th e con t r ibu t ion of qu alit at ive r esear ch t o eviden ce-based

cou n sellin g an d psych ot h er apy.

In N. Rowlan d & S. Goss (Eds.), Evidence

based practice in the psy chological therapies (pp. 111-126). Lon don , En glan d: Rou t ledge. McLeod, J . (2010). Qualitative research in counselling and psy chotherapy (2n d ed.). Lon don , En glan d: Sage. McLeod, J . (2003). Doing counselling research (2n d ed.). Lon don , En glan d: Sage. Moewak a Bar n es, H. (2000). Kau papa Maor i: Explain in g t h e or din ar y. Pacific Health Dialog, 7, 13-16. Moewak a

Bar n es,

H.,

McCr ean or ,

T.,

Edwar ds,

S.,

&

Bor ell,

B.

(2009).

Epist em ological dom in at ion : Social scien ce r esear ch et h ics in Aot ear oa. In D. M. Mer t en s & P. E. Gin sber g (Eds.), The Handbook of Social Research Ethics (pp. 442-457). Los An geles, CA: Sage. Polk in gh or n e, D. E. (1999). Tr adit ion al r esear ch an d psych ot h er apy pr act ice. Journal of Clinical Psy chology , 55(12), 1429-1440. Sm it h , L. T.

(1999).

Decolonizing methodologies: Research and indigenous peoples.

Lon don , En glan d: Zed. Wr igh t , J . K.

(2009).

Au t oet h n ogr aph y an d t h er apy:

Qualitative Inquiry , 15(4), 623-640.

Wr it in g on t h e m ove.

30

Handbook

Wr igh t , J . K. (2005). Wr it in g t h er apy in br ief wor k place cou n sellin g. Counselling and Psy chotherapy Research, 5(2), 111-119. Wr igh t , J . K.

(2003).

Five wom en t alk abou t wor k -r elat ed br ief t h er apy an d

t h er apeu t ic wr it in g. Counselling and Psy chotherapy Research, 3(3), 204-209.

31

Handbook

APPENDI X 1 EX AM PLES OF PREVI OUS PROJECTS SUBM I TTED

A full list is available from:

Secr et ar y Sch ool of Ar t s, Developm en t an d Healt h Edu cat ion In st it u t e of Edu cat ion , Massey Un iver sit y Pr ivat e Bag 11 222 Man awat u Box Lobby Palm er st on Nor t h 4442 •

A Descr ipt ion of t h e Cr it ical Feat u r es of Wh aan au Wh ak apir ipir i, a Mean in gfu l Act ivit y Pr ogr am m e for Tan gat a Wh aior a



Th e Effect iven ess of a Car eer Cou n sellin g In t er ven t ion on ACC Reh abilit at ion Clien t s - A Con su m er Per spect ive



Nor t h Sh or e Secon dar y Sch ool Gu idan ce Cou n sellor s:

An Exam in at ion of

Set t in gs, At t r ibu t es an d Role •

'Eigh t An gr y Mot h er s' - An Evalu at ion of Par en t lin e Man awat u 's Gr ou p In t er ven t ion Pr ogr am m e



Th e Ear ly In dicat or s of Pot en t ial Br eak down in In t im at e Relat ion sh ips



On e Sch ool's Appr oach : Evalu at ion of an An t i-sexu al Har assm en t Pr ogr am m e



Beyon d Disillu sion m en t



At t it u des of Cook Islan der s in Por ir u a t o Sou r ces of Help - An Et h n ogr aph ic St u dy



St r ess in t h e New Zealan d Police: Five Fr on t -lin e Officer s



Needs, Resou r ces an d In it iat ives for Helpin g Tr ou bled You n g St u den t s

32

Handbook



Fam ilies' Per cept ion of t h e Men t al Healt h Syst em



Per for m an ce Appr aisal of Sch ool Gu idan ce Cou n sellor s



How Som e You n g Sam oan People Fou n d Ou t abou t Sex an d Sexu alit y: A St u dy of St u den t s in a Lar ge Ur ban Co-edu cat ion al Sch ool



On t h e Cu t t in g Edge of Two Cu lt u r es:

Cu lt u r al Adapt at ion an d Ar eas of

Ten sion of Sam oan Gir ls in a Met r opolit an High Sch ool •

'Ch oppin g an d Ch an gin g in My Views': A Reflexive St u dy of t h e Dilem m as of Wor k in g an d Mot h er in g



Violen ce in J u n ior Classr oom s: A Descr ipt ive St u dy



An Evalu at ion of Exper im en t al St aff Tr ain in g Wor k sh ops in In du st r y



Assist an ce, in Au ck lan d, Offer ed t o Adolescen t s Copin g wit h Loss



An Evalu at ion of t h e Peer Su ppor t Pr ogr am m e at St r at for d High Sch ool



A Fam ily Th er apy Team in Pu r su it of En h an ced Fu n ct ion in g:

An Act ion

Resear ch Pr oject •

Cou n sellin g an d Psych ot h er apy - Ar e Th ey t h e Sam e or Ar e Th ey Differ en t ?



Min d t h e Gap: A St u dy Of Six Secon dar y Sch ool For m Teach er s



Ch r ist ian Cou n sellin g: A Su r vey of Pr act ices an d Per cept ion s of Effect iven ess



'Pu t t in g it on Paper ': Usin g In t er act ive Dr awin g Th er apy wit h Adu lt Clien t s



Mappin g Post n at al Depr ession



Wor k in g wit h Clien t s Wh o ar e Depr essed: Cou n sellor s' Per spect ives



Hom oph obic At t it u des an d Feelin gs in a New Zealan d Secon dar y Sch ool: Th e Effect of an In t er ven t ion Wor k sh op

33

Handbook •

Aspect s of Dean -Pr ovided Gu idan ce:

A Case St u dy Wit h in a Sm all, Ru r al

Secon dar y Sch ool •

A Clien t 's Evalu at ion of a Com m u n it y Cou n sellin g Agen cy



Rest r u ct u r in g: Wh at Som e Em ployees Th in k Em ployer s Sh ou ld Kn ow



Livin g an d Dyin g: Nar r at in g t h e Self



Movin g on Fr om Feelin g Su icidal: A Nar r at ive St u dy of Past Recollect ion s



Ch oosin g a Cou n sellor : An Explor at or y Case St u dy

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35

Handbook

APPENDI X 2 I NFORM ATI ON TO CONTRI BUTORS: NZ JOURNAL OF COUNSELLI NG

Relevant Ext ract s Adapt ed From Guidelines for Cont ribut ors

Th e over r idin g cr it er ia for select ion ar e t h at m at er ial is r elevan t an d in vit in g t o r ead. •

Th e t ext sh ou ld n ot exceed 5,000 wor ds (10-12 pages dou ble spaced) u n less special ar r an gem en t s h ave been m ade wit h t h e edit or s, wh er e u p t o 6500 wor ds is allowable.



Th e t it le an d abst r act (n o lon ger t h an 150 wor ds) sh ou ld appear on t h e fir st page of an ar t icle.

Th e abst r act sh ou ld cover t h e in t en t , scope, gen er al

pr ocedu r es an d pr in cipal fin din gs of t h e ar t icle. •

Au t h or s sh ou ld con su lt ar t icles in r ecen t issu es of t h e J ou r n al on gen er al m at t er s

of

st yle,

e.g.,

con ven t ion s

r egar din g h eadin gs,

in den t at ion

of

par agr aph s, for m of r efer en ces, t ables an d gr aph s, et c. •

Th e locat ion of t ables an d gr aph s in t h e t ext m u st be clear ly in dicat ed. Th ey sh ou ld be su bm it t ed on separ at e pages.



Foot n ot es sh ou ld be avoided.



Refer en cin g in t h e t ext an d r efer en ce list sh ou ld follow APA 6

th

(Am er ican

Psych ological Associat ion ) st yle. In for m at ion on t h is can be accessed on lin e t h r ou gh St r eam by click in g 'Refer en cin g' u n der 'In st it u t ion al Book m ar k s'.

Alt er n at ively go t o: h t t p:/ / www.psych www.com / r esou r ce/ apacr ib.h t m

An ot h er sit e can be accessed via Massey Libr ar y by click in g 'Su bject Gu ides'; 'Edu cat ion '; an d fin ally 'APA Cit at ion st yle Resou r ces' u n der t h e h eadin g 'Resear ch , Wr it in g an d St u dy Gu ides'.

Alt er n at ively, fr om t h e Libr ar y h om e

page, click on 'Th e Libr ar y for Post gr adu at es' an d t h en 'APA St yle Sit e', u n der 'Ot h er Lin k s'.

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Handbook

37

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APPENDI X 3 ANNOTATED BI BLI OGRAPHY PROCEDURES

You ar e r equ ir ed t o su bm it an an n ot at ed bibliogr aph y su r veyin g t h e m ajor lit er at u r e pu blish ed on t h e t opic you ar e r esear ch in g.

Th e pu r pose of t h e an n ot at ed bibliogr aph y is t o pr odu ce a r epor t t h at will be an u p-t odat e com pen diu m of r esou r ces on t h e select ed t opic.

Th e bibliogr aph y can in clu de book s, ch apt er s in book s, jou r n al ar t icles, m on ogr aph s, r epor t s, et c, an d ideally cover s a r an ge of t h ese.

Th e an n ot at ion sh ou ld be you r own com m en t ar y on t h e con t en t of t h e r esou r ce, pr ovidin g k ey in for m at ion , descr ipt ion an d explan at ion .

You sh ou ld r epor t (br iefly)

an y im por t an t m et h odological feat u r es, fin din gs, lim it at ion s an d im plicat ion s.

Th e

object ive is t o give a con cise pict u r e of t h e focu s of t h e m at er ial an d it s par t icu lar r elevan ce t o you r t opic.

Th e an n ot at ion is m or e gen er al t h an an abst r act (wh ich

r equ ir es m or e det ail abou t r esear ch design , st at ist ical pr ocedu r es, et c.) an d sh ou ld be sen sible t o an in for m ed r eader .

You sh ou ld adopt a cr it ical st an ce t o t h e lit er at u r e.

Som e ju dgm en t of wor t h

(posit ive/ n egat ive) in gen er al an d in r elat ion t o t h e t opic is en cou r aged, st r ivin g for specifics r at h er t h an gen er alit ies.

Followin g t h e an n ot at ed r efer en ces, pr ovide a br ief syn t h esised com m en t ar y on t h e r efer en ces over all.

1.

Her ewit h ar e t h r ee an n ot at ion for m s - t wo com plet ed sam ple for m s an d on e blan k . Use t h e blan k for m as t h e for m at for you r com pu t er or k eep t h e blan k for m clear so t h at you can m ak e as m an y ph ot ocopies as you r equ ir e.

Th e

com plet ed sam ple for m s will give you an idea of wh at an an n ot at ion cou ld 'look lik e' wh en t h e in st r u ct ion s ar e followed.

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Handbook

2.

I NSTRUCTI ONS FOR COM PLETI NG THE ANNOTATI ON FORM

2 .1

Sh ow you r t opic, n am e an d dat e on each an n ot at ed for m .

2 .2

Leave FORM NO. u n t il all of you r an n ot at ion s ar e com plet ed. (Th ese will t h en be ar r an ged in alph abet ical or der by fir st au t h or s' n am e(s), an d n u m ber ed in sequ en ce, also sh owin g on each sh eet t h e t ot al n u m ber of for m s. E.g. say you h ave 20 an n ot at ion s, t h e fir st will be '1 of 20', t h e secon d '2 of 20' an d so on ).

2 .3

i)

Au t h or (s) n am e(s): ch eck spellin g for accu r acy. On e per lin e.

ii)

Dat e of pu blicat ion : year on ly for book s, m t h / year for jou r n als if given .

iii)

Ar t icle/ ch apt er t it le: en t er in fu ll wit h ou t abbr eviat ion s.

iv)

J ou r n al or Book t it le: en t er in fu ll wit h ou t abbr eviat ion s.

v)

J ou r n al Volu m e: leave blan k if book u sed.

vi)

J ou r n al No: leave blan k if book u sed.

vii)

Pages: sh ow fir st an d last page n u m ber s.

viii)

Place of pu blicat ion (Book ): sh ow t h e fir st place sh own .

ix)

Pu blish er s fu ll n am e: as sh own in t h e book .

x)

Keywor ds: en t er u p t o 4 wor ds t h at you t h in k cover t h e m ain t opics in t h e r esou r ce. Th ese will som et im es be fou n d on t h e 'det ail' page of a book (e.g., 'adu lt h ood, lear n in g, cogn it ive st yles') bu t wit h jou r n al ar t icles an d ot h er sou r ces you will h ave t o decide you r self on t h e k ey con cept s or cat egor ies discu ssed. Th eir pu r pose is t o pr ovide a var iet y of su b-cat egor ies for com pilin g bibliogr aph ies.

xi)

Relevan ce r at in g: est im at e t h e r elevan ce of t h e pu blicat ion (or sect ion ) as it r elat es dir ect ly t o you r t opic. (Not e t h at t h is is n ot a ju dgm en t of t h e pu blicat ion as a wh ole, bu t you r ju dgm en t abou t it s r elevan ce t o you r specific t opic).

xii)

An n ot at ion : n o m or e t h an 200 wor ds, in t h e space pr ovided.

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Handbook

2 .4

The thesis and scope of the study name the hypothesis of the study and what population was studied

Sam ple Annot at ed Bibliography – four st age cont ent .

Weissm an , A.M., J oger st . G.J ., &

Dawson , J .D.

(2003).

Com m u n it y ch ar act er ist ics associat ed it h ch ild abu se in Iowa. Child Abuse & Neglect 27(10), 1145-1159. Dat a fr om t h e st at e of Iowa cou n t y level ch ild abu se r epor t in g syst em was u sed t o explor e var iou s dem ogr aph ic an d com m u n it y ch ar act er ist ics associat ed wit h ch ild abu se r at es. Specific dat a fr om t h r ee u r ban elem en t ar y sch ools in t h e Midwest wer e exam in ed t o fin d t h e r elat ion bet ween t h e exper ien ce of bein g bu llied in sch ool, an d sch ool absen ces.

Usin g m u lt ivar iat e

Methodology and main points mention if the study was a survey, case study, type of experiment, etc, and who the subjects were and how they were recruited

st epwise r egr ession an alysis t h e au t h or s exam in ed popu lat ion adju st ed r at es of r epor t ed an d su bst an t iat ed ch ild abu se wit h r at es of ch ildr en in pover t y, sin gle-par en t fam ilies, m ar r iage an d divor ce, u n em ploym en t , h igh sch ool dr op-ou t s, m edian fam ily in com e, elder abu se, bir t h an d deat h , h ealt h car e access, an d

Conclusion of findings

n u m ber of available casewor k er s. A su r vey of 300 boys an d gir ls bet ween t h e ages of 7 an d 10 was u n der t ak en an d sch ool r ecor ds wer e exam in ed.

Th e fin din gs poin t t o r at es of sin gle par en t

fam ilies, divor ce an d elder abu se of bein g m ost pr edict ive of ch ild abu se.

In ot h er wor ds, fam ilial st r u ct u r e was m or e sign ifican t

st at ist ically t h an pover t y an d ot h er socioecon om ic fact or s. Th e au t h or fou n d t h at sch ool absen ces cor r elat ed on ly wit h r epor t s of h igh degr ees of bu llyin g, su ggest in g t h at ch ildr en m ay be able t o t oler at e cer t ain levels of bu llyin g. Th is ar t icle u n der scor es t h e im por t an ce of com par in g sin gle an d t wo-par en t fam ilies, wh ich is t h e focu s of t h is paper .

Th e st u dy did n ot yield separ at e

r esu lt s for boys an d gir ls bu t did poin t t o an im por t an t ar ea of r esear ch in bu llyin g.

Evaluation of the study evaluate work’s relationship to other works in this area of study

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Handbook

ANNOTATI ON FORM YOUR TOPI C: Developm ent s in Counselling

YOUR NAM E: John Doe

DATE: Oct ober, 1 9 9 5

FORM NO:

TYPE OR PRI NT NEATLY

Last nam e/ I nit ials

i

1. Fiet , S.S.

Au t h or (s) n am e(s) (list in or der sh own , on e per lin e, last n am e t h en in it ials)

6

of

20

2. Lloyd, A.P. 3.

ii

Dat e of Pu blicat ion :

J u n e, 1990

iii

Ar t icle or ch apt er t it le: A pr ofession in sear ch of pr ofession als (in fu ll)

iv

J ou r n al or Book t it le: Cou n selor Edu cat ion an d Su per vision (in fu ll)

v

(J ou r n al) Volu m e:

vii

Pages (st ar t an d en d):

viii

Place of pu blicat ion :

x

Keywor ds: Pr ofession alism / Con t in u in g Pr ofession al Developm en t

xi

Relevan ce r at in g: 90-100%

xii

An n ot at ion : (you r own wor ds):

29

vi No:

4

216-219 ix Pu blish er :

Th e au t h or s ar gu e t h at Cou n sellin g h as developed t o t h e poin t wh er e it m eet s t h e lon g-st an din g cr it er ia for bein g called a pr ofession . Th ey iden t ify, fr om t h e lit er at u r e, t h r ee m ain ch ar act er ist ics of a pr ofession : specialized t r ain in g; et h ical st an dar ds; an d a st r on g iden t it y wit h t h e field as a pr ofession or vocat ion . An assessm en t of cou n sellin g in r elat ion t o t h ese ch ar act er ist ics leads t h em t o pr oclaim : "Counselling is a profession" (p. 218). Havin g com e t o t h is con clu sion , t h ey m ove on t o a r elat ed qu est ion : t h e ext en t t o wh ich people wh o call t h em selves cou n sellor s act as pr ofession als. Th ey focu s on bein g licen sed an d/ or cer t ificat ed (wit h im plicat ion s for iden t ifyin g wit h a code of et h ics) an d con t in u in g edu cat ion issu es in par t icu lar an d con sider t h at m an y cou n sellor s fall sh or t in t h ese elem en t s of pr ofession alism . Th ey con clu de: "Th e gen u in e cou n sellin g pr ofession is m u ch sm aller t h an is t h e gen er al field of cou n sellin g t h at su r r ou n ds it " (p. 218). Th ey see t h is as t h e n ext m ajor issu e t o be addr essed wit h r egar d t o t h e cou n sellin g pr ofession . An in t er est in g paper - n ot as com pr eh en sive as t h at of Rit ch ie t h ou gh in r elat ion t o ju dgm en t abou t cou n sellin g bein g a pr ofession .

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Handbook

ANNOTATI ON FORM YOUR TOPI C: Developm ent s in Counselling

YOUR NAM E: John Doe

DATE: Oct ober, 1 9 9 5

FORM NO:

TYPE OR PRI NT NEATLY

Last nam e/ I nit ials

i

1. Rit ch ie, M.H.

Au t h or (s) n am e(s) (list in or der sh own , on e per lin e, last n am e t h en in it ials)

11

of

20

2. 3. J u n e, 1990

ii

Dat e of Pu blicat ion :

iii

Ar t icle or ch apt er t it le: Cou n sellin g is n ot a pr ofession – yet (in fu ll)

iv

J ou r n al or Book t it le: Cou n selor Edu cat ion an d Su per vision (in fu ll)

v

(J ou r n al) Volu m e:

vii

Pages (st ar t an d en d):

viii

Place of pu blicat ion :

x

Keywor ds:

xi

Relevan ce r at in g: 90-100%

xii

An n ot at ion : (you r own wor ds):

29

vi No:

4

220-227 ix Pu blish er :

Pr ofession alism / Con t in u in g Pr ofession al Developm en t

Rit ch ie says pr ofession al st at u s can n ot be claim ed, ot h er s m u st ascr ibe it t o an occu pat ion . He look s at cou n sellin g in r elat ion t o 10 cr it er ia for a pr ofession - based on cr it er ia est ablish ed by McCu lly (1962). (1) A ser vice of gr eat social valu e (Cou n sellin g = ++) (2) Per for m an ce r est s on in t ellect u al t ech n iqu es (C=++) (3) Mem ber s possess a st r on g com m it m en t / callin g (C=+) (4) Based on a body of k n owledge/ t h eor y/ sk ills n ot gen er ally k n own t o t h e pu blic; on scien t ific r esear ch u n iqu e t o t h e pr ofession (C= - Qu er ies r esear ch an d u n iqu en ess) (5) Ser vice u n iqu e (C=--) (6) En t r y r equ ir es ext en sive specialized t r ain in g (C=++) (7) Mu st dem on st r at e m in im u m com pet en cy by exam in at ion an d su per vised appr en t icesh ip/ in t er n sh ip (C=+ Needs m in im u m st an dar ds) (8) Legally r ecogn ized t h r ou gh cer t ificat ion , licen su r e laws (C=-- Major difficu lt ies) (9) Bou n d by an et h ical code wit h en for cem en t (C=+ Cou n sellor s ou t side of associat ion s a liabilit y) (10) Mem ber s possess br oad au t h or it y over pr act ice an d pr ofession possesses au t on om y over in t er n al oper at ion s (C=- Pr oblem s over fu n din g an d r equ ir em en t s of ou t side bodies especially in su r an ce bodies). Recogn izes gain s bu t iden t ifies gaps - r esear ch , t r ain in g & legal r ecogn it ion . Th or ou gh & h as pot en t ial t o be u sed t o exam in e wh er e t h in gs ar e in New Zealan d.

42

Handbook

43

Handbook

ANNOTATI ON FORM YOUR TOPI C:

YOUR NAM E: DATE: FORM NO:

TYPE OR PRI NT NEATLY

Last nam e/ I nit ials

i

1.

Au t h or (s) n am e(s) (list in or der sh own , on e per lin e, last n am e t h en in it ials)

of

2. 3.

ii

Dat e of Pu blicat ion :

iii

Ar t icle or ch apt er t it le: (in fu ll)

iv

J ou r n al or Book t it le: (in fu ll)

v

(J ou r n al) Volu m e:

vii

Pages (st ar t an d en d):

viii

Place of pu blicat ion :

x

Keywor ds:

xi

Relevan ce r at in g:

xii

An n ot at ion : (you r own wor ds):

vi No:

ix Pu blish er :

%

44

Handbook

45

Handbook

APPENDI X 4 ARTI CLE FACI NG SHEET

M ASSEY UNI VERSI TY I NSTI TUTE OF EDUCATI ON School of Art s, Developm ent & Healt h Educat ion

COUNSELLI NG AND GUI DANCE PROGRAM M E

RESEARCH PROJECT 2 5 3 .7 5 8 or 2 5 3 .8 0 0

Tit le of Project

St udent Nam e

M ont h/ Year

Com plet ed in Part ial Fulfillm ent of t he M ast er of Counselling Degree (or t he M ast er of Educat ion (Guidance St udies) Degree)

46

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47

Handbook

APPENDI X 5 I NFORM ATI ON AND GUI DELI NES FOR EX AM I NERS

Contribution of Research Projects The Masters Research project contributes 45 credits (253.800) and 30 credits (253.758) within a 240 credits Masters programme. The project, whether a critical literature review or empirical study, is in two parts: an article (50% of the final grade) and Supplementary Material (20% of the final grade). The Project requires the practical application in the student’s own professional context of skills and ideas developed in their Masters programme. The research projects are not theses and should not resemble a thesis in depth of inquiry or length or reporting.

48

Handbook

A Level (A+, A, A-)

An ou t st an din g piece of wor k , wh ich sh ows or igin alit y of design m et h od or in sigh t an d wh ich m ak es a sign ifican t con t r ibu t ion t o k n owledge in it s field, wit h pot en t ial for pu blicat ion in it s cu r r en t for m .

High B Level (B+)

A su bst an t ial piece of wor k of h igh qu alit y wh ich dem on st r at es bot h a m ast er y of k n owledge an d m et h odology in it s ar ea, an d m ak es an im por t an t con t r ibu t ion t o k n owledge in it s field, wh ich wit h som e addit ion al wor k m ay h ave pot en t ial for pu blicat ion .

B Level

A sou n d piece of wor k wh ich dem on st r at es sk ill an d in it iat ive in t h e design , con du ct an d r epor t in g of r esear ch .

B-/ C+ Level

An accept able piece of wor k wh ich dem on st r at es com pet en ce in t h e design , con du ct an d r epor t in g of t h e r esear ch .

C Level

A passin g gr ade, bu t on e t h at n ever t h eless r eveals in adequ acies in design , st r u ct u r e or st yle.

D Level

Wor k , wh ich is u n accept able in it s pr esen t st at e bu t t h at wit h r evision as su ggest ed by Exam in er s, cou ld be accept able. (i.e. C Level).

E Level

An u n accept able piece of wor k .

Handbook

Abstract – accurate reflection of article

49

50

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Handbook

51

52

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53

Handbook

APPENDI X 6 COUNSELLI NG CASE STUDY RESEARCH PROTOCOLS

Contents: Preamble Part A:

Introduction Stages in the data collection process

Part B:

Information Sheet: Pre-Counselling

Part C:

Client’s Informed Consent Form

Part D:

Agency Informed Consent Form

Part E:

Change Interview (post-counselling)

Part F:

End-of-counselling Follow-up Interview Consent Form

Part G:

Systematic Case Study Research proposal

Part H:

Permission to Publish

Part I:

Letter to Agency for Permission to Conduct Research

Part J:

Flowchart for Counselling Case Study Research

Preamble: These protocols have been devised by the Massy University – Te Kunenga O Pūrehuroa Counsellor Education team and approved by the Massey University Human Ethics Committee (MUHEC) so that active counsellors enrolled in the 45 Credit Research Project 253.800 can perform case study research without making their own individual application to MUHEC. Although this pre-acceptance for ethical approval is designed to save students time and therefore enable Case study research to be achieved within the restrictions of a one year paper, there remain significant ethical processes to follow and great care needs to be taken to 1)

read the Code of Ethical conduct on the MUHEC web page;

2)

read carefully the instructions contained in this Appendix 6;

3)

talk with your workplace and the 253.800 research project paper coordinator;

4)

if you decide to go ahead complete the Research Proposal as outlined in Part G of this appendix.

We agree John McLeod and other leaders in the counselling field that well managed counselling Case Studies, especially those that can include the client’s experience, will make a significant contribution to the development of best counselling practice. That said we encourage you to make an informed decision on whether to proceed. If you are unsure or decide not to proceed you can revert to the pursuance of a Literature Review for which there is no reduction in esteem held by examiners.

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Handbook

Part A: Counselling Case Study Research protocol 1.

Introduction

This protocol has been designed to enable students on a Masters-level programme in counselling to undertake systematic case study inquiry projects of publishable quality. This protocol is informed by the principles of systematic case study research outlined in McLeod, J. (2010) Case study research in counselling and psychotherapy (London: Sage) and students are advised to read that source material carefully in advance of completing a proposal, in order to familiarize themselves with the epistemological and ethical issues involved in case-based inquiry, and to position their study within an established genre of case study analysis. The basis of the protocol is to construct a means of gaining informed consent for secondary analysis of professional data (i.e. information collected during counselling) in a situation where the protocol has been approved by a University Ethics Committee for implementation by an intern undertaking a programme of professional training in counselling that incorporates supervised practice in a recognized counselling/psychotherapy agency. 2.

Stages in the data collection process

2.1

Before the case study commences, the student submits a Systematic Case Study Research Proposal to the research supervision team (see Part G) outlining the research aims and objectives of the case study in accordance with the research questions and models of systematic case inquiry outlined in McLeod (2010). This proposal is considered by a panel, which may include (a) (b) (c)

the research supervisor; the clinical supervisor and, where appropriate the agency mentor/manager.

In any situation in which the panel is concerned about the aims and methods of the study, or the ethical procedures being proposed by the student, the student will be directed to conduct non-case study research. 2.2

Where the proposal is accepted the intern gains written agreement from their university research supervisor to begin to collect data that could in principle be used for purposes of case analysis. The data to be collected would normally comprise a ‘rich case record’ as defined in McLeod (2010) and would usually consist of brief, client-friendly outcome and process measures completed by the client, audio recordings of some sessions, and detailed post-session notes kept by the councellor.

2.3

Before beginning counselling, the agency will be consulted and invited to take part (see Part B: Participant Information Sheet; Part D: Informed Consent Form; and Part I: Letter to Agency for Permission to Conduct Research). Where workplace agreement to participate is not received the intern will conduct non-case study research. If workplace agreement is received then each client who is recruited into the study by the workplace will be invited to read a Participant Information Sheet (Part B), and complete an Informed Consent Form (Part C).

Handbook 2.4

55

On behalf of the intern, the workplace is advised to recruit more than one (up to three) ‘case study’ clients before counselling with the intern commences, to allow for the possibility that some clients may decide at a later stage not to proceed with the project. If insufficient clients are willing to be participants the intern will pursue non-case study research.

2.5

Where sufficient clients are forthcoming the intern will check with the client at regular intervals (at least every session) that he or she is comfortable with these arrangements (process consent).

2.6

The case data are not formally analysed during the period when counselling is on-going. During the period of counselling, the focus is on the client’s well-being. The client and intern may wish to discuss aspects of the research data in so far as this may make a contribution to their counselling goals.

2.7

Where there is a natural end to counselling the intern may choose to opt for an end of counselling interview process to be initiated. This process begins with approval from the workplace for end of counselling interviews to proceed in principle (see Part D & Part I). Where this approval has been obtained then at the end of counselling the intern thanks the client for allowing the data to be collected and asks whether he or she might be willing to be interviewed by a colleague, on his or her views of whether the counselling has been helpful.

2.8

If the client agrees to continue with an end of counselling interview, at an agreed period of time following the end of counselling (no more than 3 months), the client if contacted by a member of staff at the counselling agency, or another counselling colleague, who arranges to meet and to administer the Change Interview: Post-Counselling (based on this schedule; see Part E). At this point, the interviewer seeks consent from the client, with the End-of-counselling consent form, to allow the primary researcher (the counsellor) to write up the data as a case study (Part F). The interviewer will be prepared to supply the client with information about further sources of counselling support, if on-going needs are identified during the interview.

2.9

On completion of the case study analysis, the client is invited to read and comment on the report of their counselling (not including literature review material) and gives consent for the report to be written up and to be presented for marking, and where appropriate, for publication (Permission to Publish: Part H). Any negotiation with the client around these issues will be conducted by a member of staff at the counselling agency or another counselling colleague, not by the intern.

2.10 Note: Normally, a dissertation at Masters level would consist of one detailed case study, analysed using a structured team-based method (see McLeod 2010). A thesis at Doctoral level would normally consist of a case series comprising detailed analysis of at least three cases. Adapted (by Lang, 19.10.11) from JMcL/version 1/7.11

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Part B: Information sheet: pre-counselling [enter: University headed paper – address, phone number, email] Participant Information Sheet (pre-counselling) Counselling Case Study Research As someone who has been offered counselling at the [name of agency], you are being asked to take part in a research study being conducted by [name of student]. Before you decide whether or not you want to take part in this study, it is important for you to understand why the research is being done and what it will involve. Please take time to read the following information carefully. Feel free to talk to others about the study if you wish. Ask us if there is anything that is not clear or if you would like more information. Take time to decide whether or not you wish to take part. The offer of counselling from [name of agency or counsellor] does not depend on whether you take part in the study or not. Should you choose not to take part, this decision will not adversely affect your counselling. What is the purpose of the study? The purpose of the study is to find out more about how people feel about the counselling they receive. The aim is to develop an in-depth understanding of the experiences of service users, with the goal of applying this information to improve services in future. Do I have to take part? No. It is up to you to decide whether or not to take part. If you do decide to take part in the research, you will be given this information to keep, and be asked to sign a consent form. You are still free to withdraw at any time, and without giving a reason. A decision to withdraw at any time, or a decision not to take part, will not affect the standard of care you receive. What will happen to me if I take part? If you take part in the research study, we will ask you to complete some brief questionnaires each week, and to allow us to make an audio recording of each counselling session. We may also ask you to take part in an interview after you have finished counselling. If you do not feel like completing a questionnaire, allowing a session to be recorded, or any other aspect of the research, you are free to decline, without giving a reason. It is OK to ignore any questions on the questionnaires that you do not wish to answer. We will ask you on a regular basis if you are comfortable with taking part in the research, and if you are still willing to continue.

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Are there any risks of taking part in this study? The questionnaires and interview are designed to complement your counselling, and do not constitute a risk. If the data collected in the research indicate that you may have a mental health problem that requires additional treatment, we will let you know, and advise you to consult your doctor. You identity will remain confidential. What are the possible benefits of taking part? We cannot promise that the study will help you personally, but the information we receive may help improve the quality of counselling services in future. In other studies of this type, some participants have found that completing questionnaires and interviews has been beneficial in helping them to focus on the problems they wish to discuss with their counsellor. What if there is a problem Any complaint about the way you have been dealt with during the study will be addressed. If you have worries or concerns about any aspect of the study, you can contact the research supervisor at any time: [name, address, phone and email of research supervisor]. Alernatively, you can contact the manager of the counselling service: [name, address, phone and email of manager], and receive their unconditional support. What will happen if I don’t want to carry on with the study? You are free to withdraw from the study if you wish to do so. If you choose to withdraw from completing research questionnaires and interviews, you will be eligible to continue to rceive counselling. If you withdraw from the research, we will write to you to ask whether: (a)

you are willing for us to use the research information collected up to the date of your withdrawal, or

(b)

you would prefer that we destroy all the information we have collected on your counselling.

If you do not reply to our letter, we will implement option (b) – destroying all information. Will my taking part in the study be kept confidential? Yes. All information about your participation in the study will be kept confidential. You will be given a code number, and all information about you that is stored will be identifiable only by that anonymous code. All information that you provide will be stored in a locked filing cabinet or secure electronic database, to which only the researchers will have access. We, including the couselling agency; the intern as your counsellor; the intern’s research supervisor at the University; and the intern’s clinical supervisor, have a duty of confidentiality to you as a research participant and nothing that could reveal your identity will be disclosed outside the research site.

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All research information will be retained for 5 years following the end of study, to allow the research team to complete its analyses of the data. Your information then will be disposed of securely, unless you provide us with written permission to us it for further research purposes. If this occurs, you will be invited to complete a new informed consent form. What will happen to the results of the research study? The information collection during the study will be analysed by examining trends and themes. If you individual information is being considered for inclusion in a case study, you will be asked for further consent, once you have completed counselling. The results of the study will be published in a dissertation being carried out by [name of student] at Massey University, and, with your permission only, the report may be published in a professional journal and may be presented at a conference. You will not be identified in any report or publication unless you have specifically consented to release such information. Contact details For any further information about the study, please contact [enter: names and contact details of the student, the research supervisor, and the agency colleague/mentor].

Thank you for taking the time to read this Information Sheet This project has been reviewed and approved by the Massey University Human Ethics Committee: Southern A, Application 11/56. If you have any concerns about the conduct of this research, please contact Dr Brian Finch, Chair, Massey University Human Ethics Committee: Southern A telephone 06 350 5799 x 8717, email [email protected]

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Part C: Client s I nform ed Consent Form [enter: University headed paper] Informed consent Form: (start of study)

I have been informed of the research project: Counselling Case Study Research

I have read the Information Sheet and have had the details explained to me.

I have had an opportunity to ask questions about my potential participation in this study.

I understand that I can withdraw form this project, up until the final write up stage of the report, and my opportunities for counselling will be unaffected.

If I have any complaint or queries about any aspect of the study at any stage, up until the date of project completion, I realize that I can contact [contact details of research supervisor and agency colleague/mentor].

I have decided that I will participate in this project. Participant’s name

_________________________________________

Participant’s signature

_________________________________________

Researcher’s signature

_________________________________________

Date:

_________________________________________

This project has been reviewed and approved by the Massey University Human Ethics Committee: Southern A, Application 11/56. If you have any concerns about the conduct of this research, please contact Dr Brian Finch, Chair, Massey University Human Ethics Committee: Southern A telephone 06 350 5799 x 8717, email [email protected]

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Part D: Agency I nform ed Consent Form [enter: University headed paper] Informed consent Form: (start of study)

I have been informed of the research project: Counselling Case Study Research

I have read the Information Sheet and have had the details explained to me.

I have had an opportunity to ask questions about my/our potential participation in this study.

I have decided that I/we will/will not (please circle ONE) participate in this project.

I have decided that I/we will/will not (please circle ONE) participate in the follow-up end of counselling interview process If I have any complaint or queries about any aspect of the study at any stage, up until the date of project completion, I realize that I can contact [contact details of research supervisor and agency colleague/mentor].

Participant’s name

_________________________________________

Participant’s signature

_________________________________________

Researcher’s signature

_________________________________________

Date:

_________________________________________

This project has been reviewed and approved by the Massey University Human Ethics Committee: Southern A, Application 11/56. If you have any concerns about the conduct of this research, please contact Dr Brian Finch, Chair, Massey University Human Ethics Committee: Southern A telephone 06 350 5799 x 8717, email [email protected]

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Part E: Change I nt erview (post -counselling) (source: Prof. Robert Elliott) Client Change Interview Protocol Interview Strategy: This interview works best as a relatively unstructured empathic exploration of the client’s experience of counselling. Think of yourself as primarily trying to help the client tell you the story of his or her counselling so far. It is best if you adopt an attitude of curiosity about the topics raised in the interview, using the suggested open-ended questions plus empathic understanding responses to help the client elaborate on his/her experiences. Thus, for each question, start out in a relatively unstructured manner and only impose structure as needed. For each question, a number of alternative wordings have been suggested, but keep in mind that these may not be needed. Ask client to provide as many details as possible Use the “anything else” probe (e.g., “Are there any other changes that you have noticed?”): inquire in a non-demanding way until the client runs out of things to say. Interview schedule: Introduce the interview with you own personal version of this statement: “The aim of this interview is to look at any changes you have noticed since counselling began, what you believe may have brought about these changes, and helpful and unhelpful aspects of the counselling.

The main purpose of this interview is to allow you to tell us about the

counselling and the research in your own words. This information will help us to understand better how the counselling works; it will alo help us to improve the counselling. This interview is tape-recorded for later transcription. Please provide a much detail as possible”. Also, run through the confidentiality of the study and let the client ask questions. 1.

Background It would be helpful if you could describe how you came to enter counselling. E.g. for clients with mental health issues: •

What were you like before you started to get ill?



How did your life change as you became unwell?



What impact did it have on you when you received a diagnosis?



What made you decide to try counselling? What was your attitude to counselling at that time? How did you feel when counselling was suggested to you?

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Handbook Changes since you entered counselling: •

What changes, is any, have you noticed in yourself since counselling started? (For example, Are you doing, feeling, or thinking differently from the way you did before? What specific ideas, if any, have you gotten from counselling so far, including ideas about yourself or other people? Have any changes been brought to your attention by other people?) [Interviewer: Jot changes down for later.]



What changes, if any, have other people noticed in you since counselling started?



Has anything changed for the worse for you since counselling started



Is there anything that you wanted to change that hasn’t shifted since counselling started?

As the client is answering these questions, make a list of changes and enter them into the form) 3.

Change Ratings: (Go through each change, check out that the way you have phrased it seems right to the client, and ask the client to rate it on the following three scales: (use form) a.

For each change, please rate how much you expected it versus were

surprised by it? (Use this rating scale) (1)

Very much expected it

(2)

Somewhat expected it

(3)

Neither expected nor surprised by the change

(4)

Somewhat surprised by it

(5)

Very much surprised by it

b.

For each change, please rate how likely you think it would have been if you hadn’t been in counselling? (use this rating scale)

(1)

Very unlikely without counselling (clearly would not have happened)

(2)

Somewhat unlikely without counselling (probably would not have happened)

(3)

Neither likely nor unlikely (no way of telling)

(4)

Somewhat likely without counselling (probably would have happened)

(5)

Very likely without counselling (clearly would have happened anyway)

c.

How important or significant to you personally do you consider this change to be? (Use this rating scale)

(1)

Not at all important

(2)

Slightly important

(3)

Moderately important

(4)

Very important

(5)

Extremely important

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Attributions: In general, what do you think has caused these various changes? In other words, what do you think might have brought them about? (Including things both outside of counselling and in counselling). At this point, try to explore any non-counselling factors that may have had an influence, such as: (a)

The course of the illness (getting worse or better) The effects of medication (drugs for the illness, or antidepressants and anti-anxiety drugs, sleeping pills, etc)

5.

(b)

Changes in relationships (e.g., family members or friends being more/less helpful)

(c)

Other activities and cultural resources (e.g., holidays, church attendance, etc).

Helpful Aspects: Can you sum up what has been helpful about your counselling so far? Please give examples. (For example, general aspects, specific events). Were there any turning points in the counselling – sessions or things that happened, that were particularly helpful?

6.

Problematic Aspects: a

What kinds of things about the counselling have been hindering, unhelpful, negative or disappointing for you? (For example, general aspects, specific events)

b

Were there things in the counselling which were difficult or painful but still OK or perhaps helpful? What were they?

c.

Has anything been missing from your treatment? (What would make/have made your counselling more effective or helpful?)

7.

Suggestions. Do you have any suggestions for us, regarding counselling? If you were going to attend counselling again from the start, or if you were going to recommend it to a friend with an illness similar to your own, what would you suggest could be altered or improved?

8.

Finally, what was this interview like for you? Do you feel that you had an opportunity to say everything that might be relevant? Do you have any suggestions for improving the way the interview is structured? Do you have anything else that you want to tell me?

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Handbook Change Interview Summary Form

Client ID no. Or Initials _________

Interviewer _____________

Date ___________

Psychopharmacological Medication Record (incl. herbal remedies)

Medication Name

For what symptoms?

Dose/Frequency

How long?

Last Adjustment?

Change List (continue over page if necessary) Change

Change was:

Without therapy

Importance:

1

expected

1

unlikely

1

not at all

3

neither

3

neither

2

slightly

5

surprised by

5

likely

3

moderately

4

very

5

extremely

1.

1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

2.

1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

3.

1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

4.

1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

5.

1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

(note: one copy of this change form to stay with client)

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Part F: End –of-counselling follow-up interview consent form [enter: University headed paper] Informed consent form (follow-up interview) Counselling research project: Counselling Case Study Research I have had an opportunity to ask questions about my continued participation in this study.

I have decided that I will give permission to be involved in a follow-up interview.

I understand that I will be asked to give further permission before the case study is published in any form.

I understand that I can withdraw from this project at any time, up until the final write up stage.

If I have any complaint or queries about any aspect of the study at any stage, I realize that I can contact [contact details of supervisor and agency mentor].

Participant’s name

___________________________________________________

Participant’s signature

___________________________________________________

Date

___________________________________________________

This project has been reviewed and approved by the Massey University Human Ethics Committee: Southern A, Application 11/56. If you have any concerns about the conduct of this research, please contact Dr Brian Finch, Chair, Massey University Human Ethics Committee: Southern A telephone 06 350 5799 x 8717, email [email protected]

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Part G: Systematic Case Study Research Proposal Counselling Case Study Research Title: Name of researcher:

Introduction (review of background literature and rationale for the study) Aims Research questions Method Procedure Ethical consent, including a draft MUHEC Low Risk Notification Measures/data collection instruments Data analysis Timeline Dissemination/publication References

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Part H: Permission to publish [enter: University headed paper] Counselling Case Study Research: Client’s Informed Consent Form: Permission to Publish

I have had an opportunity to read and comment on the draft case study report on my experience of counselling.

YES/NO (please circle)

I have indicated any changes that are necessary for purposes of accuracy and confidentiality YES/NO (please circle) I allow my case report to be published in a dissertation that will be stored in Massey University library

YES/NO (please circle)

I allow my case to be presented at conferences and seminars attended by professional counsellors

YES/NO (please circle)

I allow my case report to be published in a journal that is read by professional counsellors YES/NO (please circle) If I have any complaint or queries about any aspect of the study at any stage, up until the completion of the project, or change my mind on any of the decisions indicated above, I realize that I can contact [enter: names and contact details of research supervisor and agency mentor].

Participant’s name

___________________________________________________

Participant’s signature

___________________________________________________

Researcher’s signature

___________________________________________________

Date

___________________________________________________

(1 copy to be retained by client) This project has been reviewed and approved by the Massey University Human Ethics Committee: Southern A, Application 11/56. If you have any concerns about the conduct of this research, please contact Dr Brian Finch, Chair, Massey University Human Ethics Committee: Southern A telephone 06 350 5799 x 8717, email [email protected]

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Part I: Letter to agency for permission to conduct research [enter: University header] Request to Agency for Permission to Conduct Research: Counselling Case Study Research Researcher/Intern’s address Counselling agency address Date Dear (enter: name of the agency manager or other appropriate person) As you know, I would like to carry out a case study research project with one of the clients I will be counselling at (enter: name of counselling agency). Clients will be invited to take part by you, and there will be no pressure on them to do so if they do not wish to. Clients will also be free to withdraw from the research at any time. I wish to ask for permission to carry out a research project at (name of agency). You are also asked to consider the appropriateness of me asking a counselling colleague to conduct an end of counselling interview. The processes and rationale for this is contained in the attached Information Sheet, Consent Form and Change Interview Form. A counsellor colleague is asked to carry out the Change Interview so that my role as counsellor is not unclear with the clients who agree to participate. In the final write-up clients will not be referred to by name, and nor will this agency. Any data that is collected will be stored carefully and destroyed 5 years after the research project is completed. The research is part of my Masters in counselling, and the results will be available to the agency, the clients themselves, and to my research supervisor at Massey University. I feel this research would be of benefit to (name of counselling agency) and also other agencies and to the counselling community in general. I am available to discuss this project with you, and you are also invited to discuss any concerns you may have with my supervisor(s). [enter name/contact details of supervisor]. With your informed consent we invite you to sign the Informed Consent Form [Appendix 3B] Yours sincerely [enter: Name of student/research] (copy to be retained by agency) This project has been reviewed and approved by the Massey University Human Ethics Committee: Southern A, Application 11/56. If you have any concerns about the conduct of this research, please contact Dr Brian Finch, Chair, Massey University Human Ethics Committee: Southern A telephone 06 350 5799 x 8717, email [email protected]

Researcher performs noncase study research

Researcher performs noncase study research

no

Researcher chooses to perform case study research

Prospective researchers enroll in 253.758 (2012) or 253.800 (2013)

yes

Researcher approval given

Researcher lodges completed MUHEC ethics forms with research supervisor

yes

Workplace agrees to be involved

all no

yes

Researcher selects three potential participants from their client list

Workplace asks clients if they wish to be involved

Researcher reworks and resubmits ethics forms More than one yes yes

Researcher writes up case study analysis

Next client approval given

If end of counselling achieved AND researcher selects to progress client

no

yes

no no

Client is provided with a report on their counselling and the opportunity to amend the report

Researcher selects one of other clients

Workplace and client agree to interview

yes yes

Does researcher have other client participants?

no

Client gives consent for report to be marked

Client has interview and outcome relayed to researcher

Researcher collects data

Counselling with client(s) proceeds AND client(s) become(s) participant(s) in research

Consent forms lodged with research supervisor

Part J: Flowchart for Counselling Case Study Research

no

Handbook

no

Researcher performs noncase study research and continues to provide counselling to the client

yes

no

Marked reports lodged with Departmental library unless embargoed

In the event of no more clients researcher to consider other options with supervisor

69

Report remains with Departmental library unless embargoed

no

Client gives approval to publish

yes

If grade B+ or better, report published

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APPENDI X 7 Research Out line Sum m ary Sheet

M ASSEY UNI VERSI TY I NSTI TUTE OF EDUCATI ON TE KURA O TE M ĀTAURANGA RESEARCH OUTLI NE SUM M ARY SHEET

Tit le:

Su r n am e:

Fir st Nam e:

Massey ID Nu m ber : Mailin g Addr ess:

Teleph on e: Hom e [

]

Wor k [

]

Em ail:

Pr oposed Tit le of Resear ch Pr oject :

Pr oposal for : [please t ick ]

253.758 253.800

I com plet ed Resear ch m et h ods paper n u m ber : Su per visor : I wou ld lik e t o h ave

in

[year ] as m y su per visor .

Please ou t lin e an y discu ssion s you h ave h ad wit h t h e n om in at ed su per visor .

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APPENDI X 8 Supervision Record

M ASSEY UNI VERSI TY I NSTI TUTE OF EDUCATI ON TE KURA O TE M ĀTAURANGA EDUCATI ON RESEARCH REPORT SUPERVI SI ON RECORD

St u den t Nam e: Paper Nu m ber & Tit le: It is a r equ ir em en t t h at st u den t s m ak e for m al con t act wit h t h eir su per visor at least on ce a m on t h by t eleph on e, sk ype, em ail or in per son . Th is sh eet m u st be at t ach ed t o you r fin al r epor t or pr oject .

Dat e

How Cont act ed

Out com e

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How Cont act ed

Out com e

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READI NG 1

'New par adigm ' r esear ch – gu idelin es for assessm en t . Research Project in Counselling 253.800 and 253.758 'New Paradigm' Research, for example, arts-based research, autoethnography, collective biography, narrative inquiry These notes, intended for Counselling Research Project Markers, will indicate quality criteria for a range of different 'new paradigm' approaches to research. Most research in the world of counselling, which is a new profession aspiring towards scientific respectability, uses quantitative data. Some qualitative research also makes positivist assumptions about evidence - cause, effect and proof. (An aside: If any of these words are new or confusing to you, look them up now and start a Glossary of your own. By choosing to study at Masters level you are entering the wonderful world of academic apprenticeship. Just as plumbers need to know the jargon of pipe fitting, you need to know the jargon of 'philosophies of knowledge'.) All research and 'knowledge production' is political: Who funds it, what do funders retain the power to use that research for etc. Since the 1960s and the impact of feminism (Lather, 2008), challenging traditional ways of 'knowledge production' that excluded or marginalised women, the working classes and people of colour, not to mention gay, lesbian and people with disabilities, change in the politics of research has gathered pace. It would be unwise to throw away the benefits of reductionist, positivist traditional research and so we take a pluralistic view. Just as feminists pointed out gender bias in research in the mid-twentieth century (see for example Gilligan, 1982), Maori researchers have taken a lead in highlighting the 'silencing' of indigenous people in Aotearoa (Smith, 1999). The narrative turn in the social sciences has been the backdrop to this ongoing debate between social constructionism and positivism (Chase, 2005). Stories help express the particular, all parts of ourselves, fully, in relation to other people and with emotion, a word which for years was not allowed into psychology or sociology. Stories also allow for the telling of local and embodied experience. Some feminist research, for example (Lather & Smithies, 1997) talks about statistics representing people with the tears wiped away. This is contested by other feminist researchers (see for example Oakley, 1999). There has been an opening up to what I'm calling 'new paradigm', innovative or 'non-traditional' approaches to research in some disciplines, including counselling. We offer a pluralistic model. This might mean you could choose to conduct a survey of supervisors in New Zealand, or you might write an autoethnographic account of your experience in supervision. How those different studies would be assessed for validity, rigour and so on would need to be carefully considered. This list is intended to indicate how 'new paradigm' research is assessed. Jeannie Wright, 2011 Assessment Criteria: 1.

Overall Presentation  Structure  Word count  Referencing

2.

Abstract Purpose:  Details of what the study set out to do/explore/understand Context:  Methodology/methods employed  Results and implications

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3.

Literature Review  Search strategy clear  Critical review of previous research and/or theories, providing context and background for current study  Relevant studies obtained  Breadth and depth of review  Synthesis and links to students study

4.

Aims and Purpose  Aims and purpose of the study clearly specified  Explanation of researcher's interest  Background and context of study  Reflexivity statement could be introduced here or in section 9 below.  Originality of the work

5.

Methodology  Explanation of overall philosophical stance and choice of methodology or approach  Definitions of terms  Limitation

6.

Authenticity and Impact  Does this resonate with me?  Does this affect me emotionally/intellectually?  Does this generate new question/more me to write?  Move me to try new research practice?  Move me to action?  Does it transgress taken for granted assumptions?  Make a difference?  Implement an emancipatory agenda?

7.

Trustworthiness  Does this text seem "truthful" – credible account of a cultural, social, individual, or communal sense of the "real"?  Are the claims to truth and knowledge embedded in multiple criteria that address issues of race, sex, cultural class and "lived experience."

8.

Substantive and Original Contribution to Knowledge  Addresses a research area not previously address in the specific setting  Focuses on a different aspect of previous research, e.g. NZ based, not US or European  Contributes to a deeper understanding of the area.

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9.

Reflexivity and Participatory Ethics  How the author came to write this text?  How was the information gathered?  Which community's interests does the text represent?  Are ethical issues discussed and fully considered?  Does the contribution made outweigh the ethical dilemmas/pain for participants and readers?  Is there adequate self-awareness and reflexivity by the author for the reader to make judgements?

10.

Discussion  Were the research questions or exploration supported by the findings?  Were findings and inconsistencies explored?  Were findings reflected upon and discussed with relevant literature?  Any limitations?  Recommendations for practice and/or further research?  Dissemination discussed and specified, e.g. where might this study be published?

11.

Summary and Conclusions  Only conclusions that can be justifiably drawn from the research.  Succinct and clear

12.

Appendices  Copies of research instruments (if relevant)  Letters  Information sheets & MUHEC documents

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Grade/Mark:

Notes for Examiner/s Creativity and innovation in qualitative research is to be encouraged but academic 'rigour' still applies. A 'new paradigm' study may not follow conventional structures but must demonstrate scholarly research conventions. The above Assessment Criteria are adapted from Laurel Richardson, Heewon Chang, Ruthellen Josselson, Kim Etherington, Jane Speedy and others.

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References Chase, S. E. (2005). Narrative inquiry: Multiple lenses, approaches, voices. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed., pp. 651-679). Thousand Oaks, CA: Sage. Gilligan, C. (1982). In a different voice: Psychological theory and womens development. Cambridge MA: Harvard University Press. Lather, P. A. (2008). (Post)feminist methodology: Getting lost, OR a scientificity we can bear to learn from. In N. K. Denzin & M. D. Giardina (Eds.), Qualitative inquiry and the politics of evidence (pp. 182-194). Walnut Creek, CA: Left Coast Press. Lather, P. A., & Smithies, C. (1997). Troubling the angels: Women living with HIV/AIDS. Boulder, Co: Westview Press. Oakley, A. (1999). People's ways of knowing: Gender and methodology. In B. Hood, M. S. & S. Oliver (Eds.), Critical issues in social research (pp. 154-169). Buckingham, England: Open University Press. Smith, L. T. (1999). Decolonizing methodologies: Research and indigenous peoples. London/ Otago, New Zealand: Zed Books/ University of Otago Press.

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READI NG 2 Ch an g, H. (2008). Autoethnography as method. Waln u t Cr eek , CA: Left Coast Pr ess.

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READI NG 3 Moewak a Bar n es, H., McCr ean or , T., Edwar ds, S., & Bor ell, B. (2009). Epist em ological dom in at ion :

Social scien ce r esear ch et h ics in Aot ear oa.

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