Title
Study guide for bachelor in psychology
B06, Psychology of Health and Counselling Psychology, incl. Methods
5
Module
Colin Feltham and Kaya Roessler
administrators
Study adm. Educational secretary Anne-Christina Nielsen
coordinator
Date
28-10-2013
Content:
1.
About the study guide ........................................................................................... 2
Purpose of this study guide.................................................................................... 2
Structure of this study guide .................................................................................. 2
2.
About the module, part 1: Counselling Psychology ................................................... 2
Module administrator ........................................................................................... 2
Study administrative coordinator ........................................................................... 2
Teachers.............................................................................................................. 3
Classrooms .......................................................................................................... 3
Module duration .................................................................................................. 3
Prerequisites........................................................................................................ 3
Module area and content ...................................................................................... 3
3.
Study Programme aims and objectives for the module .............................................. 4
Descriptions of subject-specific aims....................................................................... 4
Descriptions of subject-specific objectives ............................................................... 4
Descriptions of general objectives .......................................................................... 5
4.
Teaching method .................................................................................................. 5
5.
Week plans .......................................................................................................... 5
Module week 1 (week 45) ..................................................................................... 6
Module week 2 (week 46) ..................................................................................... 7
Module week 3 (week 47) ..................................................................................... 8
Module week 4 (week 48) ................................................................................... 11
Module week 5 (week 49) ................................................................................... 12
6.
Exam ................................................................................................................. 13
Practical information .......................................................................................... 13
7.
Re-examination .................................................................................................. 13
8.
Literature, Psychology of Health and Counselling Psycho- logy .............................. 13
9.
Om modulet, part 2: Kvalitativ metode ................................................................. 16
Underviserne ..................................................................................................... 16
Formål .............................................................................................................. 16
Undervisningsform ............................................................................................. 16
Ugeplan............................................................................................................. 16
Eksamen............................................................................................................ 19
Litteratur, Kvalitativ metode ................................................................................ 19
1.
About the study guide
Purpose of this study guide
The study guide provides you with details of a specific module in your education, e.g. it describes what prerequisites you are expected fulfil, teaching and assignments and finally what
the goal of the module is and what is expected of you to the exam.
The study guide also helps you find the resources required for the module including recommended and optional literature. Finally it contains all the practical information you will need
to complete the course.
Structure of this study guide
The study guide describes you activities in each week during the course.
For each week the following is stated:
1.
2.
3.
4.
2.
Lectures in the week with a brief description of the content of each lecture, location,
time etc.
Group teaching and / or group work in the week together with a description of possible
extra material on e-learn.
Literature for each lecture in the week.
Homework in the separate activities in the week.
About the module, part 1: Counselling Psychology
Module administrator
Part time associate professor Colin Feltham,
Professor Kaya Roessler, Institut for Psykologi, SDU,
Study administrative coordinator
Anne-Christina Nielsen,
Phone: 6550 2782, mobile: 3033 9676
E-mail: acnielsen@health.sdu.dk
2
Kenneth Henriksen (Student assistant )
Mobile: 6169 7292
E-mail: kehenriksen@health.sdu.dk
Teachers
In this module you will meet the following teachers:
Colin Feltham, External Associate Lector, Emeritus Professor
Ray Woolfe, Honorary Associate Professor, Emeritus Professor
Classrooms
An overview of classrooms on Campus can be found here:
http://webhotel.sdu.dk/prod/ulok/l
See section 5 ”Week plans” for further information about class rooms.
Module duration
The module starts in week 45 and ends in week 49
Prerequisites
None
Module area and content
The general aims and content areas of the module (curriculum/studieordning) are to introduce counselling psychology as a way to work with people in emotional distress. However,
the understanding of counselling psychology requires broad philosophical background
knowledge, an introduction to humanistic psychology and a critical reflection on health and
illness. This is specified as described:
1.
2.
3.
4.
5.
The human condition
Introducing psychodynamic, humanistic and cognitive approaches
The individual and mental health psychology
Counselling and therapeutic communication
Counselling psychology
Topic [1-4] and [5] are from some perspectives interconnected as it will be clear during the
module.
With reference to the above topics the objectives of this course can be divided into the following two.
3
The aspect of this module that is concerned with the human condition [topic 1-4] focuses on
phenomena that many philosophers have identified as significant (e.g. free will, meaning,
happiness, suffering, the body, ageing and death). These are also of central concern to existential counselling psychologists and psychotherapists. The aim of this part of the module is
to sensitise students to these human condition issues, to put them into the perspective on
relevant disciplines and to link them with counselling psychology. In this way a wider
knowledge base is encouraged, self-knowledge too is encouraged, and critical thinking about
the limits of psychology is to be fostered.
Counselling psychology [topic 5] aims to give students knowledge about and understanding of
fundamental ideas, common psychological theories and research that explains phenomenon
related to counselling psychology. The general aim is therefore to introduce, give and understanding of and reflect on fundamental theories, scientific models, practical models and set of
values underlying counselling psychology.
3.
Study Programme aims and objectives for the module
Descriptions of subject-specific aims
The module-specific objectives (see curriculum/studieordning) are specified in relation to the
modules content areas as described below and in the section on qualitative methods:






To focus on some central debates regarding the human condition
To think critically about different philosophies of mental health and illness
To formulate an understanding of the complexity of the psychological professions
Reflect on theoretical and ethical problems that is associated with the use of different
paradigms, methods, tools or analysis and solutions models
How to understand and communicate ideas and studies of different perspectives
within fundamental psychological disciplines and acknowledge specific psychological
approaches to relevant problems.
Acquire and apply knowledge of different perspectives on psychological problems
within fundamental psychological disciplines and acknowledge that psychology contains a number of theories, research methods, evidence, methods and applications.
Descriptions of subject-specific objectives
By the end of this module students should be able to:








Describe the philosophy underlying counselling psychology
Differentiate between the objectivist and subjectivist traditions in psychology
Offer a critique of the medical model
Articulate the limitations of technical expertise in the work of the helper and correspondingly the importance of the relationship
Outline basic attachment patterns and their implications for both personal and professional relationships.
Differentiate between the model of the scientist-practitioner and that of the reflective-practitioner.
Differentiate between diagnosis and formulation
Demonstrate a grasp of basic theory and practice in relation to three therapeutic paradigms.
4
Descriptions of general objectives
The module contributes, as do all BA-modules, to students achieving the general objectives
(see curriculum/studieordning) By the end of this module students should specifically be able
to:



4.
Conduct judgments and assessments. This involves the need to apply different perspectives on problems (based on theory and practice) and to asses them to get to and
communicate a conclusion
Acquire knowledge about and understand and reflect on theories, methods of practice taken from primary sources within more fields
Communicate appropriate and professional. This involves communication of problems and solution models (that is supported by evidence) in such a way that it is sensitive of the receiver’s needs and expectations. This is achieved through written assignments
Teaching method
Teaching will be organised as lectures and group work where students will get the opportunity to train the ability to analyse and reflect professionally on selected problems.
5.
Week plans
Time and place
Topic and teacher
Week 45: Tue. 5/11
Room: U42
Time: 13.15 - 15.00
Topic: The human condition
Teacher: Colin Feltham
Week 45: Thu. 7/11
Room: U42
Time 13.15 - 15.00
Topic: Psychology in evolutionary and historical context
Teacher: Colin Feltham
Week 46: Tue. 12/11
Room: U42
Time: 09.15 - 11.00
Topic: Central human concerns (1)
Teacher: Colin Feltham
Week 46: Thu. 14/11
Room: U42
Time 13.15 - 15.00
Topic: Central human concerns (2)
Teacher: Colin Feltham
Week 47: Mon. 18/11
Room: U47
Topic: Situating Counselling Psychology
Teacher: Ray Woolfe
5
Time: 11.15 - 13.00
Week 47: Tue. 19/11
Room: [see week details]
Time: 09.15 - 16.00
Topic: Counselling Psychology in practice – a relational model
Teacher: Ray Woolfe
Week 47: Wed. 20/11
Room: [see week details]
Time: 09.15 - 16.00
Topic: The humanistic paradigm in Counselling Psychology
Teacher: Ray Woolfe
Week 47: Thu. 21/11
Room: [see week details]
Time: 09.15 - 16.00
Topic: The psychodynamic paradigm in Counselling Psychology
Teacher: Ray Woolfe
Week 47: Fri. 22/11
Room: [see week details]
Time: 09.15 - 16.00
Topic: The cognitive-behavioural paradigm in counselling psychology
Teacher: Ray Woolfe
Week 48: Tue. 26/11
Room: U42
Time: 13.15 - 15.00
Topic: Critique of the therapies (1)
Teacher: Colin Feltham
Week 48: Wed. 27/11
Room: U42
Time: 13.15 - 15.00
Topic: Critique of the therapies (2)
Teacher: Colin Feltham
Week 49: Tue. 03/12
Room: U42
Time: 13.15 - 16.00
Topic: Individual lifespan issues
Teacher: Colin Feltham
Week 49: Thu. 05/12
Room: U42
Time: 12.15 - 15.00
Topic: Counselling psychology in context
Teacher: Colin Feltham
Module week 1 (week 45)
Tuesday, November 5, 13.15 – 15.00, room U42
Topic: The human condition
Description
 An overview of themes related to “the human condition”
 Key features of what is distinctively human
6




From animal existence to human consciousness, from mythology to science;
Perceptions of good and evil
Explanation of terminology and fundamental themes and questions
On humanistic psychology and critical thinking.
Literature
 Maslow, A. (1993), chapter 1-3, pp. 3-54
 Feltham, C. (2013b), chapter 1, pp. 1-23
Thursday, November 7, 13.15 – 15.00, room U42
Topic: Psychology in evolutionary and historical context
Description
 Human evolution, history and development, and their relevance to problems in living
today
 Debates, developments and disagreements
 Placing psychology in deep context
 Philosophical background.
Literature
 Buss, D. M. (2005), pp. 903-930
 Shantall, T. (1999), pp. 96-124
 van Deurzen, E., & Arnold-Baker, C. (2005), chapter 1, pp. 3-13
Module week 2 (week 46)
Tuesday, November 12, 09.15 – 11.00, room U42
Topic: Central human concerns (1)
Description
 Freedom and determinism
 The mind-body problem
 The individual and society
 Emotion and rationality
 Love and hate
Literature
 van Deurzen, E., & Arnold-Baker, C. (2005), pp. 58-66 + pp. 171-179
 Harris, S. (2012), 66 pp.
Thursday, November 14, 13.15 – 15.00, room U42
Topic: Central human concerns (2)
Description
 Freedom and determinism
 The mind-body problem
 The individual and society
 Emotion and rationality
7

Love and hate
Literature
 Baumeister, R. F. (1991), pp. 3-74 + pp. 209-292
Module week 3 (week 47)
This week is planned as an intensive course in Counselling Psychology with the overall
theme being “If you know something of value to others, give it away!”
Monday, November 18, 11.15 – 13.00, room U47
Topic: Situating Counselling Psychology
Description
 What is Counselling Psychology and why should we study it? Is it a poor relation?
How does it differ from clinical psychology, counselling or psychotherapy?
 Thinking dialectically
 The development of psychology, the modernist project and natural science and positivism
 Belief in observation and measurement
 Assumption of discoverable laws and belief in absolute truth
 Transfer of natural science model into psychological research and practice
 Separation of psychology from philosophy
 From objectivity to subjectivity and the subjectivist psychological tradition
 What it means to be human
 the development of self through relationship to others: psychology and politics
 The Medical Model of illness, symptoms and treatment
 Focus on facilitating well-being
Group topics
 Is Elaine oppressed or depressed?
o Based on Johnstone, L. (2000), chapter 1.
Literature
 Johnstone, L. (2000), pp. 1-16
 Orlans, V., & Scoyoc, S. V. (2009), chapter 2, pp. 20-38
 Woolfe, R., Strawbridge, S., Douglas, B., & Dryden, W. (2010), chapter 1, pp. 3-22 +
chapter 2, pp. 23-43
 Woolfe, R. (1990), pp. 531-535
Tuesday, November, 19, 09.15 – 16.00, room [see below]
Topic: Counselling Psychology in practice – a relational model
Group A
09.15 – 12.00: Lecture in U42
13.15 – 16.00: Group Work in U82C, U82D, U82E, U82F
Group B
8
09.15 – 12.00: Group Work in U82C, U82D, U82E, U82F
13.15 – 16.00: Lecture in U150
Description
 Working with (being with) as opposed to doing to;
 Being in relation as opposed to technical expertise
 Human potential as opposed to pathology
 Free will as opposed to determinism
 Democratising approach as opposed to professional power
 Knowing empathically
 Meaning as co-constructed
 Challenging the model of technical rationality
 Thinking about the therapeutic relationship; as a working alliance; as a real person to
person relationship; transference and countertransference; as reparative/corrective/developmentally needed emotional experience; as a transpersonal/healing presence.
 The model of the Scientist-Practitioner
 The model of the Reflective- Practitioner
Group topics
 The significance of attachment. Case study exercise (Astrid).
 Diagnosis and Formulation. Exercise.
Literature
 Blair, L. (2010), pp. 19-30
 Clarkson, P. (1995), pp. 3-21
 Cooper, M. (2009), pp. 119-129
 Fonagy, P. (2001), chapter 1, pp. 5-18
 Lane, D. A., & Corrie, S. (2006), pp. 12-24
 Woolfe, R., Strawbridge, S., Douglas, B., & Dryden, W. (2010), chapter 3, pp. 44-61
Wednesday, November 20, 09.15 – 16.00, room [see below]
Topic: The humanistic paradigm in Counselling Psychology
Group A
09.15 – 12.00: Group Work in U82A, U82C, U82D, U82E
13.15 – 16.00: Lecture in U71
Group B
09.15 – 12.00: Lecture in U49
13.15 – 16.00: Group Work in U82A, U82C, U82D, U82E
Description
 Origins
 Assumptions about the nature of human beings
 How personality develops
 Assumptions about the nature of distress
 The role of the psychologist and the characteristics of the helping relationship
 Working with depression and anxiety
 Strengths and shortcomings; contemporary developments
9

Integration and Eclecticism
Group topics
 Empathy and skills of listening. Exercise.
Literature
 Cooper, M., & McLeod, J. (2011), pp. 14-34
 Johnstone, L. (2000), pp. 17-39
 McLeod, J. (2009), chapter 6, pp. 168-207
 Thorne, B. (1992), pp. 24-43
 Woolfe, R., Strawbridge, S., Douglas, B., & Dryden, W. (2010), chapter 7, pp. 131-150
+ chapter 9, pp. 173-192
Thursday, November 21, 09.15 – 16.00, room [see below]
Topic: The psychodynamic paradigm in Counselling Psychology
Group A
09.15 – 12.00: Lecture in U154
12.15 – 16.00: Group Work in U82D, U82E, U82F, U83B
Group B
09.15 – 12.00: Group Work in U82D, U82E, U82F, U83B
13.15 – 15.00: Lecture in U42
15.00 – 16.00: Lecture in U53
Description
 Origins
 Assumptions about the nature of human beings
 How personality develops
 Assumptions about the nature of distress
 The role of the psychologist and the characteristics of the helping relationship
 Working with depression and anxiety
 Strengths and shortcomings
 Contemporary developments
 Pluralism
Group topics
 Working with depression from different perspectives (Niels). Case study exercise.
Literature
 Cooper, M., & McLeod, J. (2011), chapter 1 and 2, pp. 1-34
 Jacobs, M. (2003), chapter 2, pp. 33-66
 McLeod, J. (2009), chapter 4, pp. 81-127
 Woolfe, R., Strawbridge, S., Douglas, B., & Dryden, W. (2010), chapter 5, pp. 85-104
Friday, November 22, 09.15 – 16.00, room [see below]
Topic: The cognitive-behavioural paradigm in counselling psychology
10
Group A
09.15 – 12.00: Group Work in U82B, U82C, U82D, U82E
13.15 – 16.00: Lecture in U150
Group B
09.15 – 12.00: Lecture in U150
13.15 – 16.00: Group Work in U82B, U82C, U82D, U82E
Description
 Origins
 Assumptions about the nature of human beings
 How personality develops
 Assumptions about the nature of distress
 The role of the psychologist and the characteristics of the helping relationship
 Working with depression and anxiety
 Strengths and weaknesses
 Contemporary developments
 Meta Cognition
 Mindfulness
 Summary and Conclusion
Literature
 McLeod, J. (2009), chapter 5, pp. 128-167
 Weishaar, M. (1993), pp. 47-73
 Woolfe, R., Strawbridge, S., Douglas, B., & Dryden, W. (2010), chapter 6, pp. 105-129
Module week 4 (week 48)
Tuesday November 26, 13.15 – 15.00, room U42
Topic: Critique of the therapies (1)
Description
 Critique of the therapeutic approaches: psychodynamic, humanistic and cognitivebehavioural.
 The psychoanalytic tradition - Freud’s determinism and pessimism
 The splitting into different schools of psychoanalysis (Jung, Adler, et al.)
 Existentialist versus psychoanalytic views
 European influences.
Literature
 Feltham, C. (2013b), pp. 46-75
Wednesday November 27, 13.15 – 15.00, room U42
Topic: Critique of the therapies (2)
Description
 CBT and humanistic traditions – from the scientific behaviourism project to CBT and
its developmental waves; William James, Abraham Maslow, Carl Rogers, Rollo May on
the ‘third force’
11



Philosophies underlying these approaches
Fundamental conflicts and integrations
On pluralism and unification in therapy
Literature
 Feltham, C., & Ian Horton. (2012), pp. 279 -340
 (Norcross, J. C., & Goldfried, M. R. (2012), pp. 130 - 165)
Module week 5 (week 49)
Tuesday December 3, 13.15 – 16.00, room U42
Topic: Individual lifespan issues
Booked group rooms: U158 B-F, U82 C-E, U83 A-B
Description
 The individual, the lifespan and mental health psychology: considering different perspectives on the growth of the individual from infancy to old age and death
 Issues of maturity, freedom, responsibility and vulnerability
 Success and failure
 Aetiologies of mental health problems
 Different therapeutic emphases and implications
Literature
 Feltham, C. (2012), chapter 2, pp. 32-54
 (Reker, G. T., & Chamberlain, K. (2000). pp. 107-122)
 van Deurzen, E., & Arnold-Baker, C. (2005), pp. 39-47
Thursday December 5, 12.15 – 15.00, room U42
Topic: Counselling psychology in context
Booked group rooms:U158 B-F, U82 D-F, U83B, U149B
Description
 The rise of the therapeutic: historical context of counselling and psychotherapy (from
applied ancient Greek philosophy to the 19th/20th century birth of talking therapies
 Their relationship with, challenges from, and sometimes antagonism towards religion,
philosophy, politics, science/medicine, anthropathology, feminism, and evolutionary
psychology
 Critical issues in applied psychologies
Literature
 Emmons, R. A. (2003), chapter 7, pp. 137-156
 Feltham, C. (0), XXX
 Feltham, C. (2013a), pp. 73-95
 Feltham, C., & Ian Horton. (2012), pp. 21-61
12
6.
Exam
Practical information
Exam 2 (delprøve 2) takes place the 8th of January. Exact time will be announced later.
Marking
From September 1st 2007 marking is done in agreement with the Danish 7-step scale.
Excerpt from the mark declaration can be found here (in Danish):
https://www.retsinformation.dk/Forms/R0710.aspx?id=29307
The exam has the following form:






7.
Written presence exam, 5 hours
Must be written in English
Two essay questions and two case study questions must be answered.
Each answer must be of maximum 4 pages (2400 keystrokes per page)
All aids allowed
The exam will be marked after the Danish 7-point scale
Re-examination
See Blackboard for information about the re-eksamination.
The re-eksamination will bee the same type of exam as the original exam.
8. Literature, Psychology of Health and Counselling Psychology
Recommended literature

Baumeister, R. F. (1991). Meanings of Life. Guilford.

Blair, L. (2010). A critical review of the scientist-practitioner model for counselling
psychology. Counselling Psychology Review, 25(4), 23-43.

Buss, D. M. (2005). Handbook of Evolutionary Psychology. Wiley.

Clarkson, P. (1995). The Therapeutic Relationship. Whurr.

Cooper, M. (2009). Welcoming the Other: Actualising the humanistic ethic at the core
of counselling psychology practice. Counselling Psychology Review, 24(3), 119-129.

Cooper, M., & McLeod, J. (2011). Pluralistic Counselling and Psychotherapy. Sage.
13

Emmons, R. A. (2003). The Psychology of Ultimate Concerns: Motivation and Spirituality in Personality. Guilford.

Feltham, C. (0). Four Psychologies: Humanistic, Existential, Critical and Zapffean. Self
and Society: International Journal of Humanistic Psychology, 0(0), 0.

Feltham, C. (2012). Failure. Acumen.

Feltham, C. (2013a). Answering critiques of counselling and counselling psychology.
Journal of Critical Psychology, Psychotherapy and Counselling, 13(2), 79-95.

Feltham, C. (2013b). Counselling and Counselling Psychology: A Critical Examination.
PCCS Books.

Feltham, C., & Ian Horton. (2012). The Sage Handbook of Counselling and Psychotherapy. Sage.

Fonagy, P. (2001). Attachment Theory and Psychoanalysis. Other Press.

Harris, S. (2012). Free Will. Free Press.

Jacobs, M. (2003). Sigmund Freud. Sage.

Johnstone, L. (2000). Users and Abusers of Psychiatry: A Critical Look at Psychiatric
Practice. Routledge.

Lane, D. A., & Corrie, S. (2006). Counselling psychology: its influences and future.
Counselling Psychology Review, 21(1), 12-24.

Maslow, A. (1993). The Farther Reaches of Human Nature. Arkana.

McLeod, J. (2009). An Introduction to Counselling. Other Press.

(Norcross, J. C., & Goldfried, M. R. (2012). Handbook of Psychotherapy Integration.
Sage.)

Orlans, V., & Scoyoc, S. V. (2009). A Short Introduction to Counselling Psychology.
Sage.

(Reker, G. T., & Chamberlain, K. (2000). Exploring Existential Meaning: Optimizing
Human Development Across the Lifespan. Sage.)

Shantall, T. (1999). The experience of meaning in suffering among Holocaust survivors. Journal of Humanistic Psychology, 39(3), 96-124.

Thorne, B. (1992). Carl Rogers. Sage.

van Deurzen, E., & Arnold-Baker, C. (2005). Existential Perspectives on Human Issues.
Palgrave.

Weishaar, M. (1993). Aaron T Beck. Sage.
14

Woolfe, R. (1990). Counselling psychology in Britain: an idea whose time has come.
The Psychologist, 12, 531-535.

Woolfe, R., Strawbridge, S., Douglas, B., & Dryden, W. (2010). Handbook of Counselling Psychology. Sage.
Recommended literature (accessible at the library)
TBD. With Christina
Supplemental literature
The human condition (week 45-46 + 47-49)

Grogan, J. (2013). Encountering America: Humanistic Psychology, Sixties Culture and
the Shaping of the Modern Self. Harper Perennial.

House, R., Kalisch, D., & Maidman, J. (2013). The Future of Humanistic Psychology.
PCCS Books.
Intensive week in Counselling Psychology (week 47)
Students are encouraged to read about 20 additional chapters of a selection of the books
(apart from Clarkson, P. (1995)) that are listed as recommended reading for week 47 (see
week plan). All these books are selected for their accessibility to second year psychology
students. The choice of chapters can be based upon the particular interests of the individual
student.
If you are interested in gender roles in mental health, have a look at

Johnstone, L. (2000), chapter 5.
If you are interested in attachment, have a look at

Fonagy, P. (2001), chapter 2

Woolfe, R., Strawbridge, S., Douglas, B., & Dryden, W. (2010), chapter 33 which introduces neuro-psychology and the relationship with trauma.
In the three books about Rogers, Freud and Beck (Thorne, B. (1992), Weishaar, M. (1993),
Jacobs, M. (2003)), you would find it interesting to look at the chapters about their lives. This
helps to understand where their ideas derived from.
Additional chapters from Woolfe, R., Strawbridge, S., Douglas, B., & Dryden, W. (2010) which
are particularly recommended:

Chapter 32 which explores the relationship between psychopharmacological and psychological approaches. The chapter also talks about the medical model
15
9.

Chapter 14 is excellent about the life course from a developmental perspective and
written by someone who is expert in this field

Chapter 25 adopts a relatively radical perspective by taking counselling psychology
outside the therapy room into the community. It is based upon work done by the authors in Manchester, UK

Chapter 29 looks at the role of personal development which is important in Counselling Psychology; if we do not understand ourselves, how can we understand others?
Om modulet, part 2: Kvalitativ metode
Underviserne
I denne del af modulet vil du møde følgende undervisere:
Ph.d.-studerende Lotte Nygaard Andersen, Institut for Idræt og Biomekanik, SDU (anv.)
Lektor Karen La Cour, Institut for sundhedstjenesteforskning - Helbred, Menneske og Samfund, SDU
Adjunkt Anja Hvidtfeldt Stanek, Institut for Psykologi, SDU
Formål
De studerende opnår viden om og forståelse for kvalitative forskningsmetoder samt viden om
at designe undersøgelser der anvender kvalitative metoder.
Undervisningsform
Undervisningen vil foregå som forelæsninger med indlagte øvelser.
Ugeplan
Tirsdag d. 10.12.2013 kl. 9.15-12.00
Underviser: Lotte Nygaard Andersen
Introduktion til kvalitative forskningsmetoder med fokus på at opnå viden om og forståelse
for den kvalitative tilgang, for at kunne vurdere sammenhæng mellem formål og metode i
kvalitative undersøgelser.
Anbefalet litteratur:
BRINKMANN, S. & TANGGAARD, L. 2010. Kvalitative metoder: En grundbog, Hans Reitzels
Forlag.
S. 17-24.
MAXWELL, J. A. 2012. Qualitative research design: An interactive approach, Sage. Kap. 4 Research Questions: What Do you Want to Understand? s. 73 -86.
MALTERUD, K. 2008. Kvalitative metoder i medisinsk forskning, Oslo, Universitetsforlaget.
Kap. 1 Hva er kvalitative metoder? S. 26-36 og kap. 2 Forskerens rolle gjennom
forskningsprocessen. S. 37-50.
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MCLEAN, M., CLELAND, J. A., WORRELL, M. & VÖGELE, C. 2011. “What am I going to say
here?” The experiences of doctors and nurses communicating with patients in a
cancer unit. Frontiers in psychology, 2:339.
FRICH, J. C., MALTERUD, K. & FUGELLI, P. 2007. Experiences of guilt and shame in patients
with familial hypercholesterolemia: A qualitative interview study. Patient Education
and Counseling, 69, 108-113.
Supplerende litteratur
HOFFMANN, T. 2013. Hvad i alverden kan man bruge kvalitativ forskning til? [Online].
Videnskab.dk. Available: http://videnskab.dk/kultur-samfund/hvad-i-alverden-kanman-bruge-kvalitativ-forskning-til 2013].
TONG, A., SAINSBURY, P. & CRAIG, J. 2007. Consolidated criteria for reporting qualitative
research (COREQ): a 32-item checklist for interviews and focus groups. International
Journal for Quality in Health Care, 19, 349-357.
CLARK, J. 2003. Qualitative research review guidelines - RATS modified from How to peer
review a qualitative manuscript. Peer Review in Health Sciences. Second ed. London:
BMJ Books. s. 219-235.
Available from: http://www.biomedcentral.com/authors/rats
Torsdag d. 12.12.2013 kl. 9.15-12.00
Underviser: Karen La Cour
Dagbogsmetoder og brug af visuelle tilgange i kvalitative undersøgelser.
Anbefalet litteratur:
BOLGER, N., DAVIS, A. & RAFAELI, E. 2003. Diary methods: Capturing life as it is lived. Annual
review of psychology, 54, 579-616.
ROSE, G. 2011. Visual methodologies: An introduction to researching with visual materials,
Sage.
Kap. 10 s. 261-296.
Supplerende litteratur:
BARTLETT, R. 2012. Modifying the diary interview method to research the lives of people with
dementia. Qualitative Health Research, 22, 1717-1726.
LA COUR, K., JOSEPHSSON, S. & LUBORSKY, M. 2005. Creating connections to life during lifethreatening illness: Creative activity experienced by elderly people and occupational
therapists. Scandinavian Journal of Occupational Therapy, 12, 98-109.
PACKARD, J. 2008. ‘I'm gonna show you what it's really like out here’: the power and
limitation of participatory visual methods. Visual studies, 23, 63-77.
Torsdag d. 12.12.2013 kl. 12.15-15.00
Underviser: Lotte Nygaard Andersen
Dataindsamling og databearbejdning ved brug af interview, herunder muligheder og begrænsninger ved forskellige interviewtyper for at kunne vurdere kvaliteten af dataindsamling,
-bearbjedning og præsentation af data i kvalitative undersøgelser.
17
Anbefalet litteratur:
BRINKMANN, S. & TANGGAARD, L. 2010. Kvalitative metoder: En grundbog, Hans Reitzels
Forlag. Kap. 1. Samtalen som forskningsmetode. s. 29-54. og kap. 5. Fokusgrupper. s.
121-136.
MAXWELL, J. A. 2012. Qualitative research design: An interactive approach, Sage. Kap. 5. Methods: What Will You Actually Do? s. 87-120.
MALTERUD, K. 2011. Kvalitative metoder i medisinsk forskning, Universitetsforlaget. Kap. 5.
Utvalg. S. 55-65.
MALTERUD, K. 2001. Qualitative research: standards, challenges, and guidelines. The lancet,
358, 483-488.
Supplerende litteratur:
KVALE, S. & BRINKMANN, S. 2009. Interview: introduktion til et håndværk, Hans Reitzel. Kap.
6. Tematisering og design af en interviewundersøgelse. S. 119-142.
Mandag d. 16.12.2013 kl. 11.15-14.00
Underviser: Lotte Nygaard Andersen
Fortsat - dataindsamling og databearbejdning ved brug af interview samt overførbarhed af
resultater fra videnskabelige undersøgelser der anvender kvalitative metoder.
Anbefalet litteratur:
KVALE, S. & BRINKMANN, S. 2009. Interview: introduktion til et håndværk, Hans Reitzel. Kap.
11. Forberedelse til interviewanalyse. s. 211-222.
MAXWELL, J. A. 2012. Qualitative research design: An interactive approach, Sage. Kap. 6. Validity: How Might You Be Wrong. s. 121-138.
MALTERUD, K. 2008. Kvalitative metoder i medisinsk forskning, Oslo, Universitetsforlaget.
Kap. 20. God og dårlig forskning med kvalitative metoder. S. 210-216.
MALTERUD, K. 2012. Systematic text condensation: A strategy for qualitative analysis.
Scandinavian journal of public health, 40, 795-805.
MCLEAN, M., CLELAND, J. A., WORRELL, M. & VÖGELE, C. 2011. “What am I going to say
here?” The experiences of doctors and nurses communicating with patients in a
cancer unit. Frontiers in psychology, 2:339.
FRICH, J. C., MALTERUD, K. & FUGELLI, P. 2007. Experiences of guilt and shame in patients
with familial hypercholesterolemia: A qualitative interview study. Patient Education
and Counseling, 69, 108-113.
TONG, A., SAINSBURY, P. & CRAIG, J. 2007. Consolidated criteria for reporting qualitative
research (COREQ): a 32-item checklist for interviews and focus groups. International
Journal for Quality in Health Care, 19, 349-357.
CLARK, J. 2003. Qualitative research review guidelines - RATS modified from How to peer
review a qualitative manuscript. Peer Review in Health Sciences. Second ed. London:
BMJ Books. s. 219-235.
Tirsdag d. 17.12.2013 kl. kl. 9.15-12.00
Underviser: Anja Hvidtfeldt Stanek
Observationsmetoder.
18
Anbefalet litteratur:
BRINKMANN, S. & TANGGAARD, L. 2010. Kvalitative metoder: En grundbog, Hans Reitzels
Forlag.. Kap. 19. Den kvalitative undersøgelsesforms særlige kvaliteter. s. 409-428.
NIELSEN, K. 2012. Deltagerobservation i et historisk og videnskabsteoretisk perspektiv. I:
PEDERSEN, M. K., J.; NIELSEN, K. (ed.) Deltagerobservation - en metode til
undersøgelse af psykologiske fænomener. København: Hans Reitzels Forlag. S. 27-38.
HØJHOLT, C. & KOUSHOLT, D. 2012: Om at observere sociale fællesskaber. I: PEDERSEN, M. K., J.;
NIELSEN, K. (ed.) Deltagerobservation - en metode til undersøgelse af psykologiske
fænomener. København: Hans Reitzels Forlag. S. 77-90.
Torsdag d. 19.12.2013 kl. kl. 9.15-12.00
Underviser: Anja Hvidtfeldt Stanek
Observationsmetoder fortsat med særligt fokus på deltagende observation.
Anbefalet litteratur:
DEWALT, KM. & DEWALT, BR. 2002. Learning to Be a Participant Observer: Theoretical Issues;
Doing Participant Observation: Becoming a Participant; Doing Participant
Observation: Becoming a Participant. In Participant Observation. A Guide for
Fieldworkers. United Kingdom: AltaMira Press. Kap. 2-4, s. 17-82.
Eksamen
Delprøve 1:
Prøveform: Skriftlig stedprøve med hjælpemidler med alle hjælpemidler, herunder internet.
Omfang: Max. 5 sider (12.000 anslag inklusiv mellemrum
Varighed: Tre timer
Bedømmelse: 7-trinsskalaen
Censur: Ekstern
Tidspunkt: d. 21. januar 2014
Omprøve
Se opslag på e-learn
Litteratur, Kvalitativ metode
Grundbog:
BRINKMANN, S. & TANGGAARD, L. 2010. Kvalitative metoder: En grundbog, Hans Reitzels
Forlag. S. 17-24, 29-54, 121-136, 409-428.
BARTLETT, R. 2012. Modifying the diary interview method to research the lives of people with
dementia. Qualitative Health Research, 22, 1717-1726.
BOLGER, N., DAVIS, A. & RAFAELI, E. 2003. Diary methods: Capturing life as it is lived. Annual
review of psychology, 54, 579-616.
BRINKMANN, S. & TANGGAARD, L. 2010. Kvalitative metoder: En grundbog, Hans Reitzels
Forlag. S. 17-24, 29-54, 121-136, 409-428.
19
CLARK, J. 2003. Qualitative research review guidelines - RATS modified from How to peer
review a qualitative manuscript. Peer Review in Health Sciences. Second ed. London:
BMJ Books.
Available from: http://www.biomedcentral.com/authors/rats
DEWALT, KM. & DEWALT, BR. 2002. A Guide for Fieldworkers. United Kingdom: AltaMira
Press. Kap. 2-4, s. 17-82.
FRICH, J. C., MALTERUD, K. & FUGELLI, P. 2007. Experiences of guilt and shame in patients
with familial hypercholesterolemia: A qualitative interview study. Patient Education
and Counseling, 69, 108-113.
HOFFMANN, T. 2013. Hvad i alverden kan man bruge kvalitativ forskning til? [Online].
Videnskab.dk. Available: http://videnskab.dk/kultur-samfund/hvad-i-alverden-kanman-bruge-kvalitativ-forskning-til 2013]
HØJHOLT, C. & KOUSHOLT, D. 2012: Om at observere sociale fællesskaber. I: PEDERSEN, M. K., J.;
NIELSEN, K. (ed.) Deltagerobservation - en metode til undersøgelse af psykologiske
fænomener. København: Hans Reitzels Forlag. S. 77-90.
KVALE, S. & BRINKMANN, S. 2009. Interview: introduktion til et håndværk, Hans Reitzel. S.
119-142, 211-222.
LA COUR, K. L., JOSEPHSSON, S. & LUBORSKY, M. 2005. Creating connections to life during
life-threatening illness: Creative activity experienced by elderly people and
occupational therapists. Scandinavian Journal of Occupational Therapy, 12, 98-109.
MALTERUD, K. 2001. Qualitative research: standards, challenges, and guidelines. The lancet,
358, 483-488.
MALTERUD, K. 2011. Kvalitative metoder i medisinsk forskning, Oslo, Universitetsforlaget. S.
26-36, 37-50, 55-65 og 210-216.
MALTERUD, K. 2012. Systematic text condensation: A strategy for qualitative analysis.
Scandinavian journal of public health, 40, 795-805.
MAXWELL, J. A. 2012. Qualitative research design: An interactive approach, Sage. S. 73-86, 87120, 121-138.
MCLEAN, M., CLELAND, J. A., WORRELL, M. & VÖGELE, C. 2011. “What am I going to say
here?” The experiences of doctors and nurses communicating with patients in a
cancer unit. Frontiers in psychology, 2:339.
NIELSEN, K. 2012. Deltagerobservation i et historisk og videnskabsteoretisk perspektiv. In:
PEDERSEN, M. K., J.; NIELSEN, K. (ed.) Deltagerobservation - en metode til
undersøgelse af psykologiske fænomener. København: Hans Reitzels Forlag.
PACKARD, J. 2008. ‘I'm gonna show you what it's really like out here’: the power and
limitation of participatory visual methods. Visual studies, 23, 63-77.
ROSE, G. 2011. Visual methodologies: An introduction to researching with visual materials,
Sage. Kap. 10 s. 261-296.
TONG, A., SAINSBURY, P. & CRAIG, J. 2007. Consolidated criteria for reporting qualitative
research (COREQ): a 32-item checklist for interviews and focus groups. International
Journal for Quality in Health Care, 19, 349-357.
Grundbog af Brinkmann og Tanggaard (2010) samt kompendie (bogkapitler) kan købes i Studenterboghandlen på Campusvej. Øvrige materialer kan hentes via PubMed.
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