Graduate Thesis Or Dissertation
 

A Content Analysis of Qualitative Research on the Experience of Counselor Trainees as Participants in Experiential Groups and A Qualitative Metasynthesis of Qualitative Research on the Experience of Counselor Trainees as Participants in Experiential Groups

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https://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/mw22vd12g

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  • The purpose of this dual-manuscript dissertation is to assess and synthesize the current body of qualitative literature on the topic of the experience of counselor trainees as participants in experiential groups. The first manuscript is presented in Chapter 2. In this study, I performed a directed content analysis on 15 studies on the experience of counselor trainees as participants in an experiential group. The purpose was to evaluate the quality of current research based on Lincoln and Guba’s (1985) trustworthiness criteria. I examined studies for the average number of and most common trustworthiness strategies implemented. The 15 published studies evaluated used a total of 41 trustworthiness strategies, resulting in an average number of 2.7 per study. Of the 15 studies, only 80% met the minimum recommended criteria for implementing trustworthiness strategies. Of the 13 studies that implemented at least one strategy, triangulation and prolonged engagement and persistent observation were the most likely used. The second manuscript is presented in Chapter 3. In this study, I performed a qualitative metasynthesis on seven qualitative studies on the topic of the experience of counselor trainees as participants in an experiential group. The qualitative metasynthesis followed a thematic analysis process and produced three superordinate themes (personal benefits, group participation experiences, programmatic concerns) comprised of 11 subordinate themes. Chapters 2 and 3 of this dissertation work in concert to provide insight into the experience of counselor trainees as participants in experiential groups. The data obtained through these studies adds to the current body of knowledge by increasing the usefulness of present research to educators as they develop educational programs and provides increased direction to researchers as they plan future studies.
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  • Pending Publication
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  • 2021-04-03 to 2021-11-04

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