Talking the talk : a qualitative study of the factors that contribute to a positive counselling experience for men
Thesis (M.Ed.)--Memorial University of Newfoundland, 2011. Education Bibliography: leaves 97-114. The goal of this qualitative research project was to identify and examine the factors that contribute to a positive counselling experience for men. Drawing on the principles of narrative research, this...
| Main Author: | |
|---|---|
| Other Authors: | |
| Format: | Thesis |
| Language: | English |
| Published: |
2011
|
| Subjects: | |
| Online Access: | http://collections.mun.ca/cdm/ref/collection/theses5/id/28235 |
| Summary: | Thesis (M.Ed.)--Memorial University of Newfoundland, 2011. Education Bibliography: leaves 97-114. The goal of this qualitative research project was to identify and examine the factors that contribute to a positive counselling experience for men. Drawing on the principles of narrative research, this project explored the stories of seven men who offered detailed descriptions of their counselling experiences and their opinions on how the process helped them. These results were analyzed thematically to identify common threads among the men's experiences. The stigma associated with asking for help for emotional or psychological problems had initially deterred most of the men from seeking counselling. Once they went to counselling, most of the men talked about how they were more comfortable sharing their thoughts with the counsellor than they were discussing or experiencing their feelings in the sessions. The participants discussed their perceptions of the counsellor's theoretical or practical approach and how it helped them address their issues. Some of the men expressed a desire to find tangible solutions to their problems through counselling. Most of them shared their need to establish a strong bond with the counsellor before making themselves vulnerable. Some pointed to the importance they placed on the credibility and competency of the counsellor and how that influenced their satisfaction with the counselling process. Recommendations for counsellors and counsellor educators with specific implications for research and counselling practice are discussed. |
|---|