咨询领域以科学家-实践者模式为中心的定性研究经验的意义

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摘要

研究目的 本研究旨在探索心理咨询领域的定性研究经验,了解作为心理咨询师、研究人员和教育工作者所经历的内外部经验的意义。特别是,本研究探讨了研究者作为心理咨询师和心理咨询师作为研究者的身份所形成的经验。方法 为此,研究者按时间顺序描述了我作为一名心理咨询领域的定性研究者的经历,并提出了 "你在心理咨询领域的定性研究过程中经历了什么?"、"如何将定性研究与心理咨询师教育领域联系起来?"等研究问题,并采用自述法进行研究,探索其意义。结果 研究结果如下:第一,作为辅导员的研究者;第二,作为研究者的辅导员;第三,作为研究者的辅导员和教育者。本研究的意义在于,它包含了心理咨询领域定性研究的独特经验,以研究者自己的声音生动地探讨了自己的经验,并拓展和分享了对自己作为科学家-实践者身份形成过程的经验性理解。结论 心理咨询领域的定性研究经验可以作为成长的基础,并为心理咨询、研究和教育实践提供重要的意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Implications of Qualitative Research Experiences Centered on the Scientist-Practitioner Model in the Field of Counseling
Objectives The purpose of this study is to explore qualitative research experiences in the counseling field and understand the meaning of the internal-external experiences experienced as a counselor, researcher, and educator. In particular, this study explores what experiences are formed in relation to the identity of the researcher as a counselor and the counselor as a researcher. Methods To this end, the researcher described in chronological order what experiences I have as a qualitative researcher in the counseling field and formulated the research questions ‘What did you experience in the process of qualitative research in the counseling field?’, ‘How can qualitative research be connected in the field of counselor education?’ and studied using the autoethnography method to explore its meaning. Results The results of the study are as follows: First, the researcher as a counselor, second, the counselor as a researcher, and third, the counselor and the educator as a researcher. This study is meaningful in that it contains unique experiences in qualitative research in the field of counseling by vividly exploring one's experiences with the researcher's own voice, and expands and shares an empirical understanding of the process of forming one's identity as a scientist-practitioner. Conclusions Qualitative research experience in the field of counseling can be used as a foundation for growth and can provide important meaning to counseling, research, and educational practice.
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