A Content Analysis of Qualitative Dissertations in Counselor Education

Phillip Waalkes; Daniel DeCino; Stephen V. Flynn

A Content Analysis of Qualitative Dissertations in Counselor Education

Phillip Waalkes, Daniel DeCino, Stephen V. Flynn

University of Missouri-St. Louis

Research output: Contribution to journal › Article › peer-review

Abstract

We conducted a qualitative content analysis on counseling dissertations ( N = 250) completed between 2017 and 2018. Identified categories included (a) paradigms, philosophies of science, and theories; (b) research methodologies; and (c) trustworthiness. The results indicated an infrequent use of paradigmatic frameworks and a distinct pattern of trustworthiness strategies.

Original language	American English
Journal	Counselor Education and Supervision
Volume	60
State	Published - Sep 2021

Disciplines

Student Counseling and Personnel Services

Cite this

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title = "A Content Analysis of Qualitative Dissertations in Counselor Education",

abstract = " We conducted a qualitative content analysis on counseling dissertations ( N = 250) completed between 2017 and 2018. Identified categories included (a) paradigms, philosophies of science, and theories; (b) research methodologies; and (c) trustworthiness. The results indicated an infrequent use of paradigmatic frameworks and a distinct pattern of trustworthiness strategies. ",

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year = "2021",

month = sep,

language = "American English",

volume = "60",

journal = "Counselor Education and Supervision",

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AU - Waalkes, Phillip

AU - DeCino, Daniel

AU - Flynn, Stephen V.

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N2 - We conducted a qualitative content analysis on counseling dissertations ( N = 250) completed between 2017 and 2018. Identified categories included (a) paradigms, philosophies of science, and theories; (b) research methodologies; and (c) trustworthiness. The results indicated an infrequent use of paradigmatic frameworks and a distinct pattern of trustworthiness strategies.

AB - We conducted a qualitative content analysis on counseling dissertations ( N = 250) completed between 2017 and 2018. Identified categories included (a) paradigms, philosophies of science, and theories; (b) research methodologies; and (c) trustworthiness. The results indicated an infrequent use of paradigmatic frameworks and a distinct pattern of trustworthiness strategies.

UR - https://doi.org/10.1002/ceas.12212

M3 - Article

VL - 60

JO - Counselor Education and Supervision

JF - Counselor Education and Supervision

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A Content Analysis of Qualitative Dissertations in Counselor Education

Abstract

Disciplines

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