Qualitative Methods

The second phase of this mixed methodology is the qualitative component. Its aim, in conjunction with the quantitative phase, is to provide a more comprehensive account of the research question (Bryman, 2006). Qualitative methods are suited to study different people groups, particularly those who are underrepresented in mainstream psychological assessments or within counselling psychology theory. It is also

appropriate where there is a lack of research in a particular area (Richardson, 1996 cited in Sizq & Target, 2009). Secondly, qualitative research methods are less structured than the techniques used in quantitative methods and are appropriate when the research is exploratory in nature (Jarratt, 1996). Thirdly, qualitative methods relate very closely to counselling psychology practice (Yeh & Inman, 2007). It is a valuable approach in understanding the meaning that people attribute to their life experience or situation. Qualitative research has been described as:

“an enquiry process of understanding based on distinct methodological traditions of inquiry that explore a social or human problem. The research builds a complex, holistic picture, analyses words, reports detailed views of informants, and conducts the study in a natural setting” (Creswell, 1998, p.15).

What is more, qualitative research can bring to the fore new or unexpected knowledge to areas that are less researched or unknown (Creswell, 1998; Ponterotto, 2002).

Rationale for using semi-structured interviews. For the second phase of the study

semi structured interviews were used and analysed using a thematic analysis approach

as outlined by Braun & Clarke (2006). Using semi structured-interviews allowed for a discussion of predetermined topics but also for new or unexpected topics that emerged. Participants were free to tell their story and share their points of view in their own words (Condelli & Wrigley, 2004; Strudwick, 2010). Using this method provided a

more in-depth knowledge of participants’ experiences, thoughts, beliefs and opinions (Tariq & Woodman, 2010; Teddie & Tashakkori, 2009).

Furthermore, Chenail (1997) viewed interviewing as a natural form of enquiry to be used due to the similar ways in which counsellor and therapist interact with their clients within sessions. As used in the therapy room, open-ended questions can be used for maximum benefit in the interviewing process. Asking questions gave flexibility to the researcher. It allowed the researcher to glean information in order to bring insight into areas or situations where relatively little is known (Robson, 2002). Furthermore, open ended questions provide the space to build rapport with the participants, gain trust and open up communication.

Although qualitative research offers more methodological freedom and increases the capacity for creativity and its methods is a useful tool to discover and understand the perspective of participants the researcher is aware of the possible downside of

subjectivity; the influence of the researcher on the research design; conscious and unconscious biases with the participants as well as the interviewee and the potential to have generalisation of findings. However, Diefenbach (2009) asserts that “science in general is a human endeavour and one cannot have ideas, assumptions, theories, and formulas without the human factor” (p. 876). It is the ‘human factor’ in qualitative research which is akin to the ethos of counselling psychology that can be seen as its strength. For Yeh & Inman (2007) the researcher is “inextricably linked” (p.371) to the research process and cannot be separated. The researcher acknowledges this

phenomenon through a reflexive process (Thorpe, 2013; Willig, 2013). That is the researcher reflects on the way in which her values, experiences and interests may have influenced the research process as well as exploring how the research may have affected and possibly changed the researcher (see Critical Appraisal).

Rationale for using Thematic Analysis. Thematic analysis is a qualitative method

that is used “for identifying, analysing and reporting patterns within data” (Braun & Clarke, 2006, p. 79). It is also a process of “encoding qualitative information" (Boyatzis, 1998, p. vii). In this study, it was used to explore the gap in current

counselling psychology literature regarding African Caribbeans choosing a career in this field by focusing on and identifying themes within the said community that might highlight or give understanding to this phenomenon (Fielden, Sillence & Little, 2011). Themes have been identified as capturing “something important about the data in relation to the research question and represents some level of patterned response or meaning within the data set” (Braun & Clarke, 2006, p.82; Boyatzis, 1988). This is an exploratory study and as such is inductive in its approach, derived bottom-up from the researcher's reading of the data. As a methodological tool, then, thematic analysis seeks out recurring patterns that are located within the data.

Using thematic analysis provides not only rich data but an interpretation of different aspects of the research topic, by extracting the salient themes and recurring patterns. A rich thematic description of the data can provide a sense of “the predominant and important themes” (Blacker, 2009, p.83).

Like pragmatism, thematic analysis is not dependent on a particular epistemological position, paradigm fit, or theoretical position but rather that it “matches what the

researcher wants to know” (Braun & Clarke, 2006, p.80), thus making it a flexible research tool that can be used within different theoretical frameworks. This flexibility allows patterns or themes within thematic analysis to be identified in either an inductive or deductive way. This study does not have a hypothesis as it is not testing a theory. Rather it is seeking to explore probable ideas, concepts, reasons or beliefs that the

African Caribbean community may have about choosing a job as a Counselling Psychologist.

Although thematic analysis is widely used, some argue that it lacks clear guidelines about its use, or indeed, what it is. It is often viewed as a foundational tool rather than a specific method in its own right (Boyatzis, 1988). Essentially a lot of analysis is

thematic but often researchers claim that it is something else (Attridge-Stirling, 2001; Braun & Clarke, 2006; Fielden et al., 2001). The question then is if a researcher does not report how data within a piece of research is analysed, it becomes difficult to evaluate the research or to draw comparisons with other similar research. Taylor & Ussher (2001) postulate that reporting solely that themes emerge from the data or the concept of ‘discovering themes’ is a passive way of accounting about the analysis process. Reporting in this manner denies the researcher from being involved in the identifying, selecting, as well as reporting of the themes and patterns that are of interest to the close nature of the topic between the researcher and the researched group.

Some scholars used to doing quantitative research have criticised qualitative

research for having an “anything goes” type attitude and being unclear (Braun & Clarke, 2006, p. 95). It has at times been perceived as not real research. However, rigorous methods of analysis that can be adapted to the data do exist (Laubschange, 2000). The reporting of clear guidelines and the precise epistemological stance that is suited to the research question are very important in this regard (Crotty, 2009; Silverman, 2000; Yardley, 2000). The researcher has sought to follow this in this study.

Consideration of other methods. In conducting the qualitative aspect of this research

the researcher considered using other methods. For example, careful thought was given to using an Interpretative Phenomenological Analysis (IPA) approach. IPA is a very popular choice with counselling psychology researchers both in Counselling

Psychology Review and doctorate studies. IPA is a form of phenomenological enquiry which seeks to explore individuals’ lived experiences and how individuals make sense of that experience; that is, the meanings that are attached to the experience (Rizq & Target, 2009; Starks & Trinidad, 2007). A typical sample size for an IPA study range from 1 to 10 persons. The aim of this research is to explore factors about a phenomenon that had not been part of the experience of the participants and to capture participants’ opinions and thoughts about a career in counselling psychology. In order to do this a bigger sample size was required. IPA did not fit with the research question.

Recruitment and Selection of Participants – Qualitative Phase

Participants. Using a mixed method study allowed the researcher to choose the same participants as in the first phase or to recruit new participants. Contact was made with some of the participants that had completed the first phase of the study (the questionnaire). However, none were available to participate in the interviews.

Therefore, 10 new participants were recruited for the interview. Of the 10, 4were 16-18 year olds; 4were parents and 2 were undergraduate psychology students.

The initial research proposal submitted by the researcher did not account for 16-18 year old participants being interviewed. On reflection and discussing it with supervisors, it was agreed that it was important for the voice of these participants to be heard. An amendment was submitted to the Chair of the Ethics Committee and it was duly agreed that four 16-18 year olds could be added to the interview process (Appendix S). These participants were recruited from local church groups and hairdressing salons. Parents were selected through various contacts and organisations known to the researcher. The two undergraduate participants were recruited through the student participant pool at the University of Wolverhampton. Efforts were made by the researcher to make the sample representative of both males and females.

Sample size. The participants were recruited purposively for this study. These are participants who have experience of the key concepts being explored. Although writing from an American perspective, research suggests that underrepresented groups have historically been excluded from psychological research (Lions, Bike, Ojeda, Johnson, Rosales & Flores, 2013). Maximal variation sampling, a purposive strategy, allows the researcher to choose participants who may hold a different perspective on the

Eurocentric viewpoint (Creswell, 2006). 16-18 year olds, parents and undergraduate students were chosen in order to hear their perspective on the research question. The aim of this study was to interview 4 participants from each group. Due to difficulties in recruiting undergraduate students the net result was 2 participants.

Table 2

Demographic Information of Interview Participants

Participant Age Gender Marital Status Educational establishment

Parent 52 Male Single N/a

Parent 52 Male Single N/a

Parent 47 Male Married N/a

Parent Left blank Female Married N/a

16-18 years 17 Male Single School

16-18 years 16 Female Single School

16-18 years 18 Female Single School

16-18 years 17 Female Single School

Student 20 Female Single University of

Wolverhampton

Student 30 Female Single University of

Ethical Approval

Ethical approval for this study was given by the University of Wolverhampton Ethics committee (Appendix A) following minor amendments (Appendix B). Please see Appendix C for a copy of the RES 20A. Participants who took part in the survey questionnaire were advised that their participation was voluntary and that they were free to withdraw at any time. Ethical issues were further considered prior to conducting the semi- structured interviews. These issues were addressed both verbally and in the written instructions and consent forms given to the participants. Participants were advised about the nature of the study and what the researcher hoped to achieve from the study. No ethical issues arose from the survey questionnaire, semi-structured interviews or during the processing of the data.

Results