Qualitative and Mixed Methods Projects

I enjoy having students who are excited to learn new methods and also ask questions about the way science works and its basis. My students find it beneficial to question popular assumptions that are held about both research and clinical processes and to learn about the historical choices that have shaped the development of our field. They also tend to have interests in qualitative and critical research methods. Students in our lab learn and use both quantitative and qualitative methods to conduct their research. As part of my advocacy for qualitative methods, I have chaired the committee to develop design and review standards for the Society for Qualitative Inquiry in Psychology and reporting standards for the inclusion of qualitative research for the American Psychological Association (APA) Style and their Publication Manual. Methods-related writings are often collaborative projects to reflect upon qualitative methods in relation to gender, LGBTQ, and psychotherapy research.

Students who work with me should see the development of mixed methods research skills as a central career goal and also be interested in developing strengths in multiple forms of psychotherapies, their strategies, relationships and values.

· Qualitative research methods: In particular, I think it is advantageous to be aware of the limitations of research methods and to consider the logic behind them. Although my research programs always incorporate mixed methods research (both qualitative and quantitative methods), my research is increasingly focused upon methodology and considering aspects of qualitative methods. My own work has focused on developing standards for qualitative research design, reviewing, and reporting. Recent lab projects have focused upon the development of qualitative methods (e.g., Levitt et al., 2017) and the process of design and reviewing of qualitative psychotherapy research (Levitt, Pomerville, Surace, & Grabowski, 2018). Also, we have written chapters and articles on methodological integrity in relation to forms of research (e.g., critical methods; Levitt, Morrill, Collins & Rizo, in press) or topics (e.g., counseling research; Levitt, Morrill, & Collins, 2020).

· Conceptualizations of evidence in psychotherapy research: In my lab, we consider how the types of methods are intertwined with distinctive sets of mental health values and psychotherapy approaches. By arguing for more inclusive methodology, we are also increasing the inclusion of findings that span a wider range of psychotherapy research cultures (as well as geopolitical zones). Some recent projects are focused on the evidentiary bases for psychotherapy guidance and methods.

· Likely upcoming projects: Projects that are philosophical in aim are usually side projects and may be available in the coming year, depending on activities in the lab. These might include thinking about the impact of feminist-multicultural-critical beliefs upon methods, or of beliefs about what constitutes evidence (and the information/perspectives that fall through the cracks because of these beliefs!). Students typically seek to be involved in multiple projects and there may be multiple side collaborations possible with myself and other students during the course of a student's enrollment. If there is a topic that students are interested in learning and writing about, we often can generate studies that can promote their learning in that area within the existing databases within our lab or new projects as well.

Recommended reading

Levitt, H. M., Bamberg, M., Creswell, J. W., Frost, D., Josselson, R., & Suárez-Orozco, Carola. (2018). Journal article reporting standards for qualitative research in psychology: The APA Publications and Communications Board Task Force report. American Psychologist, 73(1),26-46. doi:10.1037/amp0000151

Levitt, H. M., Motulsky, S. L., Wertz, F. J., & Morrow, S. L., Ponterotto, J. G. (2017). Recommendations for designing and reviewing qualitative research in psychology: Promoting methodological integrity. Qualitative Psychology, 4, 1-22. doi: 10.1037/qup0000082