John W. Osborne

Some Similarities and Differences among Phenomenological and Other Methods of Psychological Qualitative Research

Abstract This paper compares the research method of phenomenological psychology to other qualitative research methods such as ethnography, participant observation, grounded theory, dramaturgical interviewing and content analysis. An attempt is made to identify similarities and differences. As a prelude, the major metatheories with which they are associated (phenomenology and symbolic interactionism) and the related differences between natural science and human science are discussed.Interest in qualitative research methodology appears to have gathered momentum over the last decade (e.g., Rist, 1980). One of the recurrent themes in the discussion of qualitative methods has been the question of whether quantitative and qualitative methods are compatible. Opinion has been divided. Gibbs (1979) made a plea for complementarity of subjectivist and objectivist methods in psychology. Mahrer (1988) has advocated discovery oriented research in the field of psychotherapy, while Sperry (1988) has suggested an integration of positivistic and phenomenological thought to form a more naturalistic approach to the study of brain and consciousness.The split between those who support and those who do not support complementarity of quantitative and qualitative methodology has also occurred in the field of educational research. For example, Howe (1985, 1988) and Firestone (1987) have argued for compatibility, while Smith (1983) and Smith and Heshusius (1986) have argued for incompatibility.The early eighties marked the growth of an interest in qualitative methodology which has paralleled the growing disenchantment with traditional logical - empirical research methods. The hegemony of natural science type research methods has been increasingly challenged by descriptive and hermeneutically oriented methods (e.g., Giorgi, 1986; Packer, 1985; Palmer, 1969; Polkinghorne, 1983; Rommetveit, 1987). Contextualism (Rosnow & Georgoudi, 1986), social constructionism (Gergen, 1985) and deconstructionism (Derrida, 1977) have also challenged the objectivity of traditional natural science methodology by emphasizing the socially derived foundationalisms upon which methods are based.There seems little doubt that qualitative methodology has come out of the closet in the field of the human sciences. Although quantitative methodological hegemony continues, the degree of coexistence and complementaritybetween quantitative and qualitative research methods seems to be increasing. Nonetheless, there are those who, while seeing symptoms of the inadequacy of standard quantitative methodological practice, see possible cures and solutions in the same metatheoretical terms (e.g., Aiken, West, Sechrest & Reno, 1990). Sarbin (1976) has noted the difficulty that psychologists trained in logical - empirical traditions have in breaking their reliance on habitual methods.The Transition from Quantitative to Qualitative MethodologyThose researchers who are willing to explore qualitative methods face several difficulties. Usually they have been trained in the quantitative tradition and find the transition to qualitative research methods requires a major shift in world - view. The metatheories underlying such methods often differ from the logical - empirical base of natural science (Jacob, 1987). As will be seen later, some aspects of the qualitative methods associated with symbolic interactionism follow normative natural science practice (e.g., the Iowa school of ethnography) while other qualitative methods use a mixture of natural and human science approaches to research (e.g., the Chicago School of ethnography). Qualitative research methods such as phenomenology and the phenomenological aspects of ethnography, participant observation and grounded theory are based on metatheories that are associated with a human science approach to psychology (see Giorgi, 1970). The emphasis is upon discovery, description and meaning rather than the traditional natural science criteria of prediction, control and measurement. …

Learning to teach: The first year

Abstract This phenomenological study describes the process of learning to teach as experienced by four Canadian elementary school teachers during their first year of teaching. Common experiential themes were: (a) Initial Orientation to the Job, (b) Feeling a Sense of Responsibility, (c) Concern About Ability to Meet Their Expectations, (d) Anxiety About Control, (e) Need for Affiliation with Colleagues, (f) Finding Security, (g) Balancing Content and Process Needs, (h) Self Evaluation of Goal Achievement, (i) Search for Understanding, and (j) Change in Role Orientation. A schematic representation of the interrelationships of these themes was developed. The discussion of the above findings is followed by recommendations for improving preservice training and the provision of transitional support for novice teachers.

Short- and Long-Term Memory as a Function of Individual Differences in Arousal

In a paired-associate learning experiment employing 40 university students as Ss, the contribution of individual differences in arousal to short-and long-term retention was investigated using individual differences in salivary response to lemon juice stimulation as an index of arousal. Experimental Ss were pre-selected from 99 Ss on the basis of extreme arousal scores. The hypotheses were confirmed; low-arousal recall is greater than high-arousal recall on a test of short-term retention (p < .08) and high-arousal recall is greater than low-arousal recall on a test of long-term retention (p < .04).

Commentary on Retirement, Identity, and Erikson's Developmental Stage Model

The coincidence of retirement and aging, experienced in the later stages of life, can trigger a recurrence of the bipolar tensions of earlier stages described in Erikson’s model of personality development. The model provides a means for retirees to understand the ground from which their present identity has developed and how the psychodynamics of previous life stages can be reactivated by the onset of retirement and aging. Stages of the model are illustrated by experiences within the context of retirement. The utility of Erikson’s model is suggested as a means of enhancing self-awareness, self-understanding, and adjustment to retirement. La coïncidence de retraite et du vieillissement, éprouvé dans les étapes ultérieures de la vie, peut déclencher une récurrence des tensions bipolaires des étapes antérieures décrites dans le modèle du développement de la personnalité d’Erikson. Le modèle fournit un moyen pour les retraités de comprendre comment le motif de leur identité actuelle a developpé et comment les psychodynamiques des étapes antérieures de la vie peut être reactivé par le début simultané de la retraite et du vieillissement. Les étapes de la modèle sont illustrés par des experiences dans la retraite. L’utilité du modèle d’Erikson est suggerée comme un moyen d’améliorer la conscience et la connaissance de soi et l’adaptation à la retraite.

A Human Science Study of Learning about "Learning"

Fourteen students in a graduate course on learning theories described their ideas about learning before and during the course. They were asked to comment upon the existential relevance of natural science and human science approaches to learning with particular reference to their intellectual and emotional reactions. Written protocols were thematically analyzed. The data indicated that all students shifted toward a more human science outlook on learning. Most found a theoretical home for the reservations, long held, about natural science learning. Most expressed surprise or unfamiliarity with existential-phenomenological ideas. The concept of coconstitutionality was the focus of considerable reflection. Most students reported that they experienced the learning process of the course in ways similar to those described in references studied in the course.

Relation between Self-Actualization, Neuroticism and Extra Version:

A replication of the study of the relationship between self-actualization and Neuroticism supported earlier findings. For 41 female and 38 male graduate students in educational psychology absence of significant correlations between measures of self-actualization and Extraversion did not support previous research but was more compatible with Maslows original concept of self-actualization.

Existential and psychological aspects of the transition to retirement

Existential phenomena such as ‘thrownness’, ‘angst’, authenticity, being-with-others, co-constitutionality, being-in-time and death are linked to aspects of the transition to retirement such as ageing, choice paralysis, identity, persona use, continuity, nostalgia, conformity, friendships and the end of existence. The attempt to integrate these two different but overlapping perspectives upon experiencing the transition to retirement is intended to promote a broader perspective for those counsellors and psychotherapists with clients who have retired or are close to doing so.

Private Self-Consciousness as a Moderator Variable?

Previous studies suggested that private self-consciousness may function as a moderator of the predictive validity of self-report measures of personality. This paper critically examined the construct validity of the Self-consciousness Scale used to measure private self-consciousness. The conceptual and methodological difficulties involved in measuring private self-consciousness are discussed with particular reference to the ubiquity of self-consciousness theory and the problem of method variance associated with the exclusive use of self-report in validating the Self-consciousness Scale. A phenomenologically derived profile of test experience is offered as a way of checking the validity of self-reported measures.