Qualitative research and program evaluation

AI-narrated overview made with Google NotebookLM. The written lesson below is by Dr. Andrew Wichterman.

Treatment planning ends with evaluation, and the blueprint asks whether the counselor can judge if the work is working. This lesson covers qualitative inquiry and program evaluation, the two tools counselors actually use for that in agencies.

Qualitative versus quantitative

Quantitative research measures variables numerically, tests hypotheses, and seeks generalizable findings from representative samples; it is deductive and positivist. Qualitative research studies meaning in context through words and observation, builds theory from data, and uses purposeful rather than random samples; it is inductive and often constructivist. Mixed methods combine the two. Qualitative work replaces reliability and validity with trustworthiness: credibility, transferability, dependability and confirmability, established through triangulation of sources, member checking with participants, thick description, an audit trail, and prolonged engagement. Saturation is the point at which new data add nothing new.

Qualitative traditions

Phenomenology describes the lived experience of a phenomenon from the participants' perspective, using in-depth interviews and bracketing the researcher's assumptions. Grounded theory, from Glaser and Strauss, builds theory from data through constant comparison and open, axial and selective coding. Ethnography studies a culture or group through prolonged fieldwork and participant observation. Case study examines one person, program or event in depth from multiple sources. Narrative inquiry analyzes stories. Consensual qualitative research and participatory action research, in which participants help design the study and act on results, appear occasionally. Data come from interviews, focus groups, observation and documents.

Program evaluation

Program evaluation applies research methods to judge a program's worth and inform decisions; unlike basic research, its purpose is practical and local. A needs assessment comes first and identifies the gap between what exists and what is needed. Formative or process evaluation occurs during the program to improve it: is it being delivered as designed, to whom, and how well? Summative or outcome evaluation occurs at the end and judges results: did participants change, and was it worth the cost? Cost-benefit analysis converts outcomes to dollars; cost-effectiveness compares programs on outcome per dollar. A logic model lays out inputs, activities, outputs and outcomes. Stakeholders are anyone with an interest in the results, and involving them is a standard of good practice.

Accountability and evidence-based practice

Counselors are expected to show that their work produces results. Evidence-based practice integrates the best available research with clinical expertise and client values and preferences; it is not research alone. Empirically supported treatments are specific interventions shown effective in controlled trials for specific problems. Outcome measures such as the OQ-45 and session rating scales track client change. Single-subject designs and pre-post comparisons are practical evaluation tools in a caseload. The ASCA National Model asks school counselors to use process, perception and outcome data. Action research is practitioner-conducted inquiry aimed at improving one's own practice.

Research ethics

Section G of the ACA Code covers research and publication. Participants give informed consent, may withdraw without penalty, and are protected from harm. Deception is allowed only when justified and followed by debriefing. Confidentiality of data and anonymity of participants are maintained. An Institutional Review Board reviews research involving human subjects; the Belmont Report's principles of respect for persons, beneficence and justice underlie federal rules. Authorship credit reflects contribution, and students are listed as principal author on articles based substantially on their dissertations. Plagiarism and duplicate publication are prohibited. Researchers report results honestly, including findings unfavorable to their program, and share data with qualified colleagues for reanalysis.