Laura Shannonhouse

Mixed Methodology in Group Research: Lessons Learned

Mixed methods research (MMR) is a useful paradigm for group work as it allows exploration of both participant outcomes and “how” or “why” such changes occur. Unfortunately, the group counseling literature is not replete with MMR studies. This article reviews the application of MMR to group contexts and summarizes the corpus of MMR on groups. Then, we synthesize lessons learned from planning, conducting, and analyzing 3 of our own mixed methods group studies that utilize consensual qualitative research. Practical guidance is presented as insights researchers may consider when they attempt to conduct meaningful and feasible MMR in a group setting.

Attachment avoidance to God exacerbates the negative effect of tangible resource loss on psychological resource loss

ABSTRACT The present study examined the impact of losing tangible resources on psychological resources in a sample of college students (n = 160) affected by Hurricane Katrina. The data was collected approximately five months after the storm. Based on conservation of resources theory, we tested whether the loss of tangible resources (e.g., food, water) would be positively related to the loss of psychological resources (e.g., optimism, hope), and whether this association would be exacerbated by having an insecure (anxious or avoidant) attachment to God. As predicted, loss of tangible resources was related to the loss of psychological resources, and this relationship was amplified in participants who had an avoidant attachment to God. We conclude by discussing implications of the present study and areas for future research.

Suicide intervention training for college staff: Program evaluation and intervention skill measurement

ABSTRACT Objective: Suicide remains a pressing issue for college communities. Consequently, gatekeeper trainings are often provided for staff. This study examines the effect of one such program, Applied Suicide Intervention Skills Training (ASIST). Participants: 51 college employees received ASIST in August of 2014 and were compared to 30 wait-list control participants. Methods: Repeated Measures ANOVA were used to analyze pre- and post-training: (a) skills at responding to students-at-risk; (b) attitudes toward suicide; (c) knowledge about suicide; and (d) comfort/competence/confidence at helping a student-at-risk. Results: Significant positive training effects were observed for ASIST on self-report measures and also for objectively assessed skill at responding, after adjusting for a potential scoring limitation of the Suicide Intervention Response Inventory, Revised (SIRI-2). Conclusions: ASIST improved the self-perception of college staff at working with students-at-risk of suicide and also their skills at performing an intervention. Further, analysis of SIRI-2 data provides support for a potential instrument revision.

Exploring Dimensions of Advocacy in Service: A Content Analysis Extending the Framework of Counselor Community Engagement Activities in Chi Sigma Iota Chapters

ABSTRACT Counselor Community Engagement (CCE) is a collaborative process whereby counselors and community members identify, plan, and execute strategies that promote wellness and human dignity within the community. Although Chi Sigma Iota (CSI) has an established framework for CCE inspired by Dr. Jane E. Myers (10 Key Considerations), no study has explored the use of this framework in practice. Using directive content analysis methodology, these researchers examined the 2013–2014 CSI Chapter CCE activities (n = 247), confirming the degree to which the 10 Key Considerations reflect CCE activities and refining the framework to support purposeful engagement and advocacy with individuals, groups, and communities. Implications for practice and suggestions for future research are provided.

Religion-specific resources for meaning-making from suffering: defining the territory

ABSTRACT The purpose of this review paper is to present a case for more proximal and emic approaches to the study of religious meaning-making in suffering. Meaning-making is an important way in which religion and spirituality contribute to adjustment in the context of encountering difficult life events. However, much of the available research on religious meaning-making ignores the contributions of specific religions to the meaning-making process. We begin by presenting a rationale for more sustained attention to religion-specific resources for meaning-making in suffering. Using Park’s meaning-making model as the organising framework, we then articulate how religions contribute unique global beliefs, situational beliefs, meaning-making processes, and valued outcomes to meaning-making. We illustrate these using existing research. Next, we suggest a refinement to Park’s model, offering a preliminary recursive model involving these identified components. We conclude with a brief prospectus informed by our model for future research.

A Content Analysis of CSI Chapter Efforts to Promote Counselor Leadership Development

ABSTRACT Counselor leadership is vital to advancing the counseling profession. The Council for Accreditation of Counseling and Related Educational Programs has required leadership development as part of counselor training; however, little is known about how leadership skills are acquired in counselor preparation. Based on a content analysis of data from 136 Chi Sigma Iota chapters, leadership skill building efforts were identified. Implications for training and research are provided.

Collaboration between clergy and mental health professionals in postdisaster contexts: Lessons from the Upper Big Branch Mine disaster.

This qualitative study explored clergy perspectives on collaboration between clergy and mental health professionals in postdisaster contexts. A phenomenological methodology (Colaizzi, 1978) was employed to examine the perspectives of clergy first responders (N = 8) to the 2010 Upper Big Branch Mine disaster in rural West Virginia. Results revealed four conditions clergy thought would optimize collaboration between clergy and clinicians in postdisaster contexts: (a) mutual respect, (b) preestablished professional relationships, (c) mental health professionals’ sensitivity to religious/spiritual issues, and (d) clergy members’ training in disaster spiritual and emotional care. Clergy responses also revealed three primary barriers to postdisaster collaboration with mental health professionals: (a) cultural mistrust and suspicion, (b) perceived ulterior motives, and (c) differences in service delivery expectations. We discuss these findings and their implications in light of the existing literature on clergy–clinician collaboration generally and on clergy–clinician collaboration in postdisaster and rural contexts specifically.