Surveying Qualitative Research Teaching on British Clinical Psychology Training Programmes 1992–2006: A Changing Relationship?

Article


Harper, D. 2012. Surveying Qualitative Research Teaching on British Clinical Psychology Training Programmes 1992–2006: A Changing Relationship? Qualitative Research in Psychology. 9 (1), pp. 5-12. https://doi.org/10.1080/14780887.2012.630626
AuthorsHarper, D.
Abstract

There have been indications that qualitative research has become more popular in British clinical psychology, particularly amongst trainee clinical psychologists. In a 1992 survey conducted by the author, 81% of UK clinical psychology training programmes that responded reported that they taught qualitative methods for an average 4.85 hours and that only a small number of students submitted qualitative dissertations. This article reports the results of a similar survey conducted in 2005–2006. Twenty-six programmes responded (a response rate of 83.9%). In contrast to the 1992 survey, 100% of the responding programmes reported that they taught qualitative methods for an average of 12.6 hours (approximately 31.1% of total research methods teaching). The most popular methods were Grounded Theory, Interpretative Phenomenological Analysis and Discourse Analysis. All of the programmes reported that they would accept theses solely using qualitative methods, with an average of 42.8% of dissertations falling into this category in the previous four years. The results are discussed in the context of the development of British clinical psychology and training.

JournalQualitative Research in Psychology
Journal citation9 (1), pp. 5-12
ISSN1478-0887
Year2012
PublisherTaylor & Francis (Routledge)
Accepted author manuscript
License
File Access Level
Anyone
Digital Object Identifier (DOI)https://doi.org/10.1080/14780887.2012.630626
Publication dates
Online14 Dec 2011
Print2012
Publication process dates
Deposited05 Jun 2023
Copyright holder© 2011, The Author
Additional information

This is an Accepted Manuscript of an article published by Taylor & Francis in Qualitative Research in Psychology on 14 Dec 2011, available at: https://doi.org/10.1080/14780887.2012.630626

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