Advertisement

Dialogical approach applied in group counselling: Case study

  • Merja Koivuluhta
  • Helena Puhakka
Article
First Online:

Abstract

This study utilizes structured group counselling and a dialogical approach to develop a group counselling intervention for students beginning a computer science education. The study assesses the outcomes of group counselling from the standpoint of the development of the students’ self-observation. The research indicates that group counselling can clarify students’ self-observation and create conditions for developing agency. The outcomes were examined individually by means of dialogical sequence analysis. At the conclusion of the group counselling sessions, three attitudes toward the study of computer science were found: committed, wavering and problematic.

Keywords

Group counselling University students Dialogical sequence analysis 

Résumé

L’approche dialogique appliquée au counseling de groupe : Étude de cas. Cette étude utilise l’approche du counseling de groupe structuré et une approche dialogique afin de développer une intervention de counseling de groupe pour les étudiants qui commencent des études d’informatique. L’étude évalue les résultats du counseling de groupe du point de vue du développement de l’auto-observation des étudiants. La recherche indique que le counseling de groupe peut clarifier l’auto-évaluation des étudiants et créer les conditions au développement de l’agentivité personnelle (agency). À l’issue des séances de counseling de groupe, trois attitudes à l’égard des études en informatiques ont été observées: L'attitude engagée, hésitante et problématique.

Zusammenfassung

Die Anwendung des dialogischen Ansatzes für die Gruppenberatung: Eine Fallstudie. Diese Untersuchung verwendet strukturierte Gruppenberatung und einen dialogischen Ansatz, um eine Gruppenberatungs-Intervention für Studierende am Anfang ihrer Informatik-Ausbildung zu entwickeln. Die Untersuchung erhebt die Wirkung der Gruppenberatung im Hinblick auf die Entwicklung von Selbstaufmerksamkeit durch die Studierenden. Die Untersuchung weist darauf hin, dass die Gruppensitzungen die Selbstaufmerksamkeit und die Bedingungen für die Entwicklung von Handlungsvermögen fördert. Die Wirkung wurde durch dialogische Sequenzanalyse individuell untersucht. Bei Abschluss der Gruppensitzungen wurden drei Einstellungen gegenüber dem Studium der Informatik beobachtet: engagiert, zaudernd und problematisch.

Resumen

El enfoque diálogico aplicado a la orientación en grupo: Estudio de caso. Este estudio utiliza la orientación estructurada en grupo y un enfoque diálogico para desarrollar intervenciones de orientación dirigidas a estudiantes de los primeros cursos de Ciencias de la Informática. El estudio evalúa los resultados de la orientación en grupo desde el punto de vista de la propia auto-observación de los estudiantes. La investigación indica que la terapia de grupo puede aclarar la auto-observación de los estudiantes y crear condiciones para el desarrollo de una agencia. Los resultados se examinaron de forma individual utilizando el análisis de secuencia dialógica. Como conclusión de las sesiones de orientación en grupo, se identificaron tres actitudes asociadas al estudio de Ciencias de la Informática: comprometido, vacilante y problemático.

This is a preview of subscription content, log in to check access.

References

  1. Baudouin, R., Bezanson, L., Borgen, B., Goyer, L., Hiebert, B., Lalande, V., et al. (2007). Demonstrating value: A draft framework for evaluating the effectiveness of career development interventions. Canadian Journal of Counselling, 41(3), 146–157.Google Scholar
  2. Borgen, B., Pollard, D., Amundson, N. E., & Westwood, M. (1989). Employment groups: The counselling connection. Toronto, Canada: Lugus.Google Scholar
  3. Caro Gabalda, I., & Stiles, W. B. (2013). Irregular assimilation progress: Reasons for setbacks in the context of linguistic therapy of evaluation. Psychotherapy Research, 20, 35–53. doi: 10.1080/10503307.2012.721938.CrossRefGoogle Scholar
  4. Hoffmann, L. (2010). Career opportunities. Communication of the ACM, 53, 19–21. doi: 10.1145/1839676.1839684.CrossRefGoogle Scholar
  5. Leiman, M. (2004). Dialogical sequence analysis. In H. J. M. Hermans & G. Dimaggio (Eds.), The dialogical self in psychotherapy (pp. 255–269). London, UK: Brunner-Routledge.CrossRefGoogle Scholar
  6. Leiman, M. (2012). Dialogical sequence analysis in studying psychotherapeutic discourse. International Journal for Dialogical Science, 6(1), 123–147.Google Scholar
  7. Leiman, M., & Stiles, W. B. (2001). Dialogical sequence analysis and the zone of proximal development as conceptual enhancements to the assimilation model: The case of Jan revisited. Psychotherapy Research, 11, 311–330. doi: 10.1080/713663986.CrossRefGoogle Scholar
  8. Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.Google Scholar
  9. McLeod, J. (1999). Practitioner research in counselling. London, UK: Sage.Google Scholar
  10. Patton, M. (1990). Qualitative evaluation and research methods. Newberry Park, CA: Sage.Google Scholar
  11. Plant, P. (2012). Quality assurance and evidence in career guidance in Europe: Counting what is measured or measuring what counts? International Journal for Educational and Vocational Guidance, 12, 91–104. doi: 10.1007/s10775-011-9195-2.CrossRefGoogle Scholar
  12. Ribeiro, E., Ribeiro, A. P., Gonçalves, M. M., Horvath, A. O., & Stiles, W. B. (2012). How collaboration in therapy becomes therapeutic: The therapeutic collaboration coding system. Psychology and Psychotherapy: Theory, Research and Practice, 86, 294–314. doi: 10.1111/j.2044-8341.2012.02066.x.CrossRefGoogle Scholar
  13. Rogers, C. R. (1961). On becoming a person. A therapist’s view of psychotherapy. London, UK: Constable.Google Scholar
  14. Shenton, A. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22(2), 63–75.Google Scholar
  15. Stiles, W. B. (2007). Theory-building case studies of counselling and psychotherapy. Counselling and Psychotherapy Research, 7, 122–127. doi: 10.1080/14733140701356742.CrossRefGoogle Scholar
  16. Tikkanen, S., Stiles, W. B., & Leiman, M. (2013). Achieving an empathic stance: Dialogical sequence analysis of a change episode. Psychotherapy Research, 2, 178–189. doi: 10.1080/10503307.2012.752115.CrossRefGoogle Scholar
  17. Urdan, T., & Schoenfelder, E. (2006). Classroom effects on student motivation: Goal structures, social relationships, and competence beliefs. Journal of School Psychology, 44, 331–349. doi: 10.1016/j.jsp.2006.04.003.CrossRefGoogle Scholar
  18. Vähämöttönen, T. (1998). Reframing career counselling in terms of counsellor-client negotiations: An interpretive study of career counselling concepts and practice (Publications in Social Sciences 34). Joensuu, Finland: University of Joensuu.Google Scholar
  19. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.Google Scholar
  20. Wallin, D. J. (2007). Attachment in psychotherapy. New York, NY: Guilford Press.Google Scholar
  21. Witko, K., Bernes, K., Magnusson, K., & Bardick, A. (2006). Senior high students’ career plans for the future: Outcomes of the comprehensive career needs survey in Southern Alberta, Canada. International Journal for Educational and Vocational Guidance, 6, 77–94. doi: 10.1007/s10775-006-9103-3.CrossRefGoogle Scholar
  22. Wolcott, H. (1990). On seeking—and rejecting—validity in qualitative research. In E. Eisner & A. Peshkin (Eds.), Qualitative inquiry in education. The continuing debate (pp. 121–152). New York, NY: Teachers College.Google Scholar
  23. Yin, R. (2003). Case study research. Design and methods. Thousand Oaks, CA: Sage.Google Scholar

Copyright information

© Springer Science+Business Media Dordrecht 2013

Authors and Affiliations

  1. 1.School of Educational Sciences and PsychologyUniversity of Eastern FinlandJoensuuFinland

Personalised recommendations

Cite article

Buy options