Quality and trustworthiness in qualitative research in counseling psychology.

By Susan L. Morrow. 2005

3,554 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/17fbdb34e25f4778d0abf69b8a4a8cfd4860b8ee

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. Christine J. Yeh
2. A. Inman
3. J. Ponterotto
4. Daniel Sousa
5. Cristelle T. Audet
6. Robin D. Everall
7. I. Grieger
8. S. Roe

In Education

1. Daniel Sousa
2. Mariah Kornbluh
3. S. Roe
4. J. Ponterotto
5. Shruti Mukkamala
6. Karen L. Suyemoto
7. Christine J. Yeh
8. A. Inman

In Social Psychology

1. J. Ponterotto
2. Christine J. Yeh
3. A. Inman
4. Daniel Sousa
5. I. Grieger
6. S. Roe
7. Mariah Kornbluh
8. Peter Mcilveen

Citations in the corpus

• Validity in Qualitative Evaluation (2015, background): “221) argue for ‘‘owning one’s perspective,’’ whereby authors specify their theoretical orientations and personal anticipations, both as known in advance and as they become apparent during the research (see also Choudhuri, Glauser, & Peregoy, 2004; Morrow, 2005).”
• “Family Support Would Have Been Like Amazing” (2017, methodology): “Steps were taken to limit bias and improve rigor and trustworthiness throughout the process as recommended by Morrow (2005).”
• Talking to Latino Children About Race, Inequality, and Discrimination: Raising Families in an Anti-Immigrant Political Environment (2016, background): “We engaged in critical and sustained discussions about the research teams’ interpretations and emerging themes (Morrow, 2005).”
• WOMEN'S EXPERIENCES IN THE STEM COMMUNITY COLLEGE TRANSFER PATHWAY (2011, methodology): “We immersed ourselves in the data by reading interview transcripts from baseline and follow-up interviews in order to gain a deeper understanding of the content of the data (Morrow, 2005).”
• Autoethnography as a Method for Reflexive Research and Practice in Vocational Psychology (2008, background): “Nevertheless, the solution to the problem rests within the assumptions of the particular paradigm and adherence to the standards for quality set out by Morrow (2005).”
• Therapist self-disclosure and the therapeutic relationship: a phenomenological study from the client perspective (2010, methodology): “Findings should represent (as much as humanly possible) the phenomenon being researched, rather than the researcher’s beliefs, preferred theories, or biases (Morrow, 2005).”
• Effectively Communicating Qualitative Research (2007, background): “A sample of the researcher’s self-reflective journal or analytic memos (see Morrow, 2005) would also be of value to the reader.”
• Combatting Challenges to Establishing Trustworthiness in Qualitative Research (2015, methodology): “Due to these limitations, member checks have been critiqued as an undependable means of establishing trustworthiness (Bloor 1997; Bryman 2004; Emerson & Pollner 1988; Fielding & Fielding 1986; Miles & Huberman 1994; Morrow 2005; Morse et al. 2008; Rolfe 2006; Schwandt 2007).”
• Racialized Sexism/Sexualized Racism: A Multimethod Study of Intersectional Experiences of Discrimination for Asian American Women (2018, background): “The reflexive process offers a way for researchers to bring to awareness the power dynamics that are inherent in the process of data collection, the relative privilege and oppression between the interviewer and participants, and the ways that the researcher contributes to the coconstruction of knowl”