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A Different Kind of Research

Columns - Research to Practice

Saturday, 31 March 2001

All of the material covered in the last nine columns incorporated the quantitative approach to research. This approach is always expressed in mathematical terms (Bordens & Abbott, 1996). It is empirical (which makes it somewhat impersonal), traditional and highly regarded. It analyzes numerical information and generates numerical results. Quantitative research deals with the objective measurements of subjects, and then often tests those measurements against some level of significance. It certainly has its place. Yet, we cannot know the world or people entirely through numbers. Despite its qualities, it is difficult for this form of research to perceive all the inner complexities within our clients, plus the influences of society and environment.

This is where qualitative research comes into play. This is a non-mathematical, naturalistic form of research, written with first- or second-person pronouns (Creswell, 1994). Qualitative research describes meaning and process. It draws “maps” with words. It tries to understand the complexity of individuals within the framework of their lives. This type of investigation tells you what something is like, rather than how much of it there is (Shontz, 1986).

Step back and try to take a wide look at how this research operates. You might begin to see similarities between qualitative research and how many substance-abuse counselors think. For instance, most counselors do not bring a head full of research outcomes and statistics into their practice. Specifically, when counselors write assessments, they attempt to portray a rudimentary picture of the client on paper or in the computer.

Many practitioners argue that they are trying to describe the human experience as it is lived and defined by the people living the parts (Polit & Hungler, 1995). They cannot see the relevance of data in actual practice. This type of thinking has a point. At the same time, it has the tendency to distance clinicians from using empirical research (more on that later).

The underpinnings of qualitative research

To gain an appreciation of what the qualitative perspective is all about, we need to spend just a little time on what forms the foundation of this research.

First is the notion that social truth does not exist. This way of seeing the world says you can certainly describe people, but you cannot prove things as either true or false. Reality or how your clients see the world is just how they see things. No right, no wrong. This way of understanding is called constructivism.

Second, over time any social constructions in the minds of your clients take on the appearance of reality to them. The idea of therapy is to get clients to see these constructions for what they are — a set of beliefs, not a set of unchangeable truths. This is an element in critical theory. So, beliefs are in flux, and truth cannot be determined (Heppner, Kivlighan, & Wampold, 1999). Reality, then, is constructed in the research condition (Creswell, 1994).

These formulations may sound strange. Perhaps a little more explanation as to how research operates will help.

Qualitative research uses the inductive mode. That is, it gathers information, asks questions, looks at patterns and finally develops a theory. This is rather like the method counselors use when interviewing a client. All of this is different from the quantitative method, which tests a theory through a hypothesis, and uses instruments to measure variables (deductive mode) (Creswell, 1994).

So qualitative research does not start out with a particular hypothesis in mind, nor does it try to prove a theory. It allows the theory to emerge from the data collection. The theory to be found is at the end of the research, not at the beginning. Accordingly, each piece of research that is conducted this way would find a different reality, and that reality is always provisional. Essentially, we explain things and their relationships according to the data at hand, and we usually do it in the narrative form (Creswell, 1994).

There is one problem with this approach; you can never determine elements of truth. The way things appear will always remain subjective and at the mercy of belief.

This brings up the issue of differences between qualitative and quantitative research.

Differences between the methods

There is contention between those who favor one side versus those who favor the other. This debate is generally seen at the university level and at other institutions where research is conducted. I have had colleagues tell me that they have endured ugly arguments over this subject. The debate can be intense. It is sad that the opposing sides won’t even talk to one another.

Comparing Quantitative Research and Qualitative Research

Reality — it exists (as does truth); it can be discovered; it is singular; it is governed by rules and laws; and it can be measured. Level of Inquiry — things can be reduced to their fundamental parts.	Reality — is a social construction; it is created (as is truth); it is multiple; there are few if any rules; it is difficult to measure. Level of Inquiry — looks for relations and the whole.
Role of Subject — naive to the experiment, and acted upon.	Role of Subject — informed and involved in research
Observer — objective and detached.	Observer - subjective and involved.
Process of Research Investigates cause and effect Static design — categories are isolated before study Data leads to prediction Value-free and unbiased	Process of Research Aims at the concurrent of shaping factors Emerging design — categories are identified during research Patterns and theories are developed for understanding Value-laden and biased
Power Structure — the dominant view of academics.	Power Structure — acquiring recognition.

The table above outlines the opposing sides, and was adapted from Heppner et al. (1999) and Creswell (1994). Look at the differences yourself and see what you think.

If you are comfortable with technical writing, then the quantitative approach will be easy to follow.

If you like the literary style, then the qualitative format will be easier. If you like rules and guidelines you will probably favor the quantitative, and you do not like rules then you will prefer the qualitative.

In fact, these psychological dispositions often form the basis of how drug and alcohol practitioners react to research. If they do not feel comfortable with the math, it stands to reason they will not understand the relevance and shy away from such material. That means they will not use that type of material in actual practice.

The battle rages on as to what is the better approach. Some researchers feel that qualitative investigation is less precise, and less scientific than the quantitative.

Advocates of the qualitative, on the other hand, claim its methods can address the complexity of humans much better. Actually, the question should be one not of “better,” but of appropriateness. We can profit by knowing how both function, and how to use each (Shontz, 1986).

Now that you understand this, it is time to figure out how you use the qualitative approach. We will do that next time.

Michael J. Taleff, PhD, is an educator, researcher and author.
He does private consulting and teaching, and is
involved in a number of research projects