QUALITATIVE RESEARCH CRITIQUES

Qualitative Research Critiques

Qualitative Research Critiques

School counseling, a crucial component to students' achievement, is a comprehensive program that facilitates students' academic, career, and personal/social development within the school setting (Scarborough and Luke, 2008). Scarborough and Luke (2008) in their article described that professional school counselors have a minimum of a master's degree in school counseling. In order to facilitate the development of all students, professional school counselors implement a wide range of therapeutic interventions, including classroom guidance lessons on topics such as anxiety management and bully prevention, group and individual counseling, career testing and planning, parent and teacher consultation, and advocacy for systems change. Research has shown that these school counseling services improve students' academic success. School counseling is an important topic in educational psychology because it promotes students' academic, career, and personal/social achievement in the educational settings of elementary, middle, and high schools. This entry provides details of school counseling by (a) reviewing the history of school counseling; (b) explaining the American School Counseling Association's National Model for school counseling; and (c) describing key components of a comprehensive school counseling program including guidance curriculum, counseling, career development, consulting, coordination of resources, leadership and advocacy, promotion of a safe and respectful climate, accountability, management of legal and ethical issues, and professional development.

Counseling in high school setting can occur normally and proactively. Since the 1980s, the image for the high school counseling profession has been to develop and implement broad, developmental school counseling programs (CDSCPs) in every school (Scarborough and Luke, 2008). On the other side, Rennie supported the arguments of Grounded theory (GT). According to Rennie, GT is a type of qualitative research in which the primary purpose is to develop a theory based on data (Rennie, 2000). Rennie (2000) in his article stated that GT is an approach that involves induction, deduction, and verification, although the primary focus is on induction. The term grounded theory refers to both the method of data investigation and the analysis as well as the final product of the research. Grounded theory consists of a set of analytic guidelines that allow researchers to inductively build theories. Data collection and analysis occur simultaneously. The process begins with initial data collection typically through unstructured interviews in the field. Data analysis begins by sorting the data into categories that can comprise events, instances, or happenings. The researcher then goes back into the field to collect more data ...