Grounded Theory methods in child psychotherapy research

Article


Rustin, M. 2016. Grounded Theory methods in child psychotherapy research. Journal of Child Psychotherapy. 42 (2), pp. 179-197.
AuthorsRustin, M.
Abstract

This article considers the place of qualitative research in psychoanalysis and child psychotherapy. It discusses why research methodology for many years occupied so small a place in these fields, and examines the cultural and social developments since the 1960s which have changed this situation, giving formal methods of research much greater significance. It reflects on the different pressures to develop formal research methods which arise both from outside the psychoanalytic field, as a condition of its continued professional survival, and from within it, where its main aim is the development of fundamental psychoanalytic knowledge, It suggests that the conduct of mainly quantitative research into treatment outcomes is largely a response to these external pressures, whilst the main benefits to be gained from the development of qualitative research methods, such as Grounded Theory, are in facilitating the knowledge-generating capacities and achievements of child psychotherapists themselves. The paper describes Grounded Theory methods, and explains how they can be valuable in the recognition of hitherto unrecognised meanings and patterns as these are made visible in clinical practice. Finally, it briefly describes five different examples of completed doctoral studies, all of which have added significantly to the knowledge-base of child psychotherapy, and which demonstrate how much can be accomplished using this method of research.

JournalJournal of Child Psychotherapy
Journal citation42 (2), pp. 179-197
ISSN1469-9370
0075-417X
Year2016
PublisherTaylor & Francis
Accepted author manuscript
Web address (URL)http://dx.doi.org/10.1080/0075417X.2016.1191205
Publication dates
Print07 Jun 2016
Publication process dates
Deposited15 Jul 2016
Accepted01 Jan 2016
Copyright informationThis is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Child Psychotherapy on 07.06.16, available online: http://www.tandfonline.com/10.1080/0075417X.2016.1191205
LicenseAll rights reserved
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