qualitative multiple case study approach

In which qualitative research approach is the primary goal to gain access to individuals’ inner worlds of experience? a. Phenomenology b. Ethnography c. Grounded theory d. Case study

nursing-research

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MICHAEL J. SCHEEL - University of Nebraska–Lincoln of Educational Psychology phone: (402 ... A...

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Transcript of MICHAEL J. SCHEEL - University of Nebraska–Lincoln of Educational Psychology phone: (402 ... A...

MICHAEL J. SCHEEL

Curriculum Vita

Department of Educational Psychology phone: (402) 472-0573

38 Teachers College Hall fax: (402) 472-8319

University of Nebraska-Lincoln email: [email protected]

Lincoln, NE 68588-0345

PROFESSIONAL INTERESTS

RESEARCH: Application of positive psychology concepts to psychotherapy; promotion

of hope and motivation in psychotherapy; couple and family therapy

processes and outcomes; high school dropout prevention through

counseling interventions; contextualized therapy approaches promoting

coherency, fit, and cultural competency; action oriented approaches in

therapy including the use of homework.

TEACHING: Couple and family counseling; counseling practica; counseling psychology

advanced theory and practice; counseling processes and skills; group

counseling; supervision; vocational psychology; school counseling; topical

seminars in positive psychology applications to psychotherapy.

SERVICE: Peer scientific review of counseling and psychotherapy manuscripts;

program director; graduate training and clinical supervision; national

leadership of counseling psychology training initiatives; developing and

implementing high school dropout prevention programs in the public

B.S. University of Nebraska, Mathematics Education, 1969-1973

M.Ed. University of Idaho, Moscow, ID, Counseling, 1974-1976

Internship Counseling and Psychological Services, Montana State University,

Bozeman, MT (APA approved), 1992-1993

Ph.D. University of Nebraska, Lincoln, NE (APA-accredited), 1988-1993

LICENSURE/BOARD CERTIFICATION

American Board of Professional Psychology (ABPP) Specialty Board Certification in

Counseling Psychology, 2012 to present

Michael J. Scheel 2

Licensed Psychologist, State of Nebraska, 2001 to present (#557)

Licensed Psychologist, State of Utah, 1994–2002 (#94-276727-2501)

PROFESSIONAL POSITIONS

August 19, 2013 Full Professor with tenure; Program Director of Training,

Department of Educational Psychology, Counseling Psychology

Program, University of Nebraska-Lincoln

2000 – August, 2013 Associate Professor with tenure; Program Director of Training,

2000 Associate Professor with tenure, Department of

Educational Psychology, University of Utah

1993 – 2000 Assistant Professor, Department of Educational

Psychology, Counseling Psychology and Master’s in Counseling

Programs; Staff Associate, University of Utah Counseling Center,

University of Utah, Salt Lake City, UT

1990 – 1992 Coordinator, Guidance Laboratory for Gifted and Talented

Students, Department of Educational Psychology, University of

Nebraska - Lincoln

1989 – 1990 Instructor, Psychological Foundations of Education, Department of

Educational Psychology, University of Nebraska-Lincoln

1976 – 1988 School Counselor and Secondary School Math Teacher and Coach,

Daniel J. Gross High School, Omaha, Nebraska.

1975 – 1976 Head Resident, Rogers Hall, Washington State University,

Pullman, Washington

1973 – 1974 Seventh/Eighth Grade Mathematics Teacher and Coach, Sts.

Peter and Paul School, Omaha, Nebraska

Internships and Practica

1992-1993 Pre-doctoral Psychology Internship, Montana State University Counseling

and Psychological Services, Bozeman, MT (APA-approved)

1993 Pre-doctoral Psychology Internship rotation, Montana State

Hospital, Warm Springs, MT (state hospital rotation)

1989-1990 Advanced Counseling Field Placement Practicum, Child Guidance

Agency, Lincoln, NE

Michael J. Scheel 3

1991-1992 Family Counseling Practicum, Psychological and Educational Services

Clinic, University of Nebraska

1989-1990 Advanced Counseling Practicum, Psychological and Educational Services

1991 Supervision Practicum - University of Nebraska

1989 Child Psychotherapy Practicum - Psychological and Educational Services

1975 Counseling Practicum - Washington State University Counseling Center

1975 School Counseling Practicum - Pullman HS, Pullman, WA

1974 Graduate Intern, Student Advisory Services, University of Idaho

Fellow of Division 17, the Society of Counseling Psychology, 2014

2014 Shane Lopez Distinguished Contributions to Positive Psychology Award;

sponsored through the Section on Positive Psychology of the Society of Counseling

Psychology, Division 17.

Fellow of the American Academy of Counseling Psychology, 2013.

Faculty Student Mentoring Award, 2006. University of Nebraska-Lincoln College of

Education and Human Sciences.

Student Affairs Recognition Award, 2003. University of Nebraska-Lincoln.

John A. Glover Memorial Award, 1992. In recognition of promise and achievement in

research; University of Nebraska – Lincoln, Department of Educational

Psychology.

RESEARCH/SCHOLARSHIP

Publications (*refereed; student authors in bold)

33. *Scheel, M. J., Hauser, C. T., & Jarrett, T. A. (submitted July 21, 2014). A multicase study

of successful students in a dropout prevention counseling program. The Counseling

Psychologist.

32. *Cole, B. P., & Scheel, M. J. (2014). Teaching positive psychology: Creating a strength-

based CP program culture. Positive Psychology: Theory and Application, 11(1), 3-6.

31. *Bartholomew, T. T., Scheel, M. J., & Gundel, B. (under review, 2014). The relationship

between alliance rupture and hope for change in counseling: A mixed methods study.

Psychotherapy.

Michael J. Scheel 4

30. *Cole, B. P., & Scheel, M. J. (in revision, 2014). Positive Psychology: A neglected

competency in counseling psychology training programs. The Counseling Psychologist.

29. *Bartholomew, T. T., Scheel, M. J., & Cole, B. (under review, 2014). Development and

validation of the Hope for Change in Counseling Scale. The Counseling Psychologist.

28. *Wang, S., & Scheel, M. J. (Under review, 2014). What is it like to be Chinese for three

immigrant families living in the Midwest, U.S.A.? A qualitative multiple case study. The

Counseling Psychologist.

27. *Jackson, M. A., & Scheel, M. J. (2013; authors listed in alphabetical order). Integrating

master’s education in counseling psychology for quality, viability, and value added. The

Counseling Psychologist, 41(5), 717-723. DOI: 10:1177/0011000013493334.

26. *Jackson, M. A., & Scheel, M. J. (2013; authors listed in alphabetical order). Quality of

master’s education: A concern for counseling psychology? The Counseling Psychologist,

41(5), 669-699. DOI: 10.1177/001000011434644.

25. *Scheel, M. J., Davis, C. K., & Henderson, J. (2013). Therapist use of client strengths: A

qualitative investigation of positive processes. The Counseling Psychologist. 41(3), 392-

24. Scheel, M. J., & Conoley, C. W. (2012). Psychotherapy process and outcome research in

counseling psychology. In N. A. Fouad, L. J. A. Carter, & Subich, L. A. (Eds.), APA

Handbook of Counseling Psychology: Theories, Research, and Methods (1) (pp. 203-

236). Washington DC: American Psychological Association.

23. Scheel, M. J., & Gundel, B. (2012). Book review of Positive Psychology and Family

Therapy: Creative Techniques and Practical Tools for Guiding Change and Enhancing

Growth. The Family Psychologist, 28(2), 27-29.

22. Scheel, M. J., Berman, M., Friedlander, M. L., Conoley, C. W., Duan, C., & Whiston, S. C.

(2011). Counseling-related research in counseling psychology: Creating bricks not

edifices. The Counseling Psychologist, 39(5), 719-734.

21. *Scheel, M. J., Berman, M., Friedlander, M. L., Conoley, C. W., Duan, C., & Whiston, S. C.

(2011). Whatever happened to counseling in counseling psychology? The Counseling

Psychologist, 39(5), 673-692.

20. Scheel, M. J. (2011). Client common factors represented by client motivation and autonomy.

The Counseling Psychologist, 39(2), 276-285.

19. *Scheel, M. J., Backhaus, A., & Madabhushi, S. (2009). The academic motivation of at-

risk students in a counseling prevention program. The Counseling Psychologist, 37(8),

Michael J. Scheel 5

18. *Scheel, M. J., Razzhavaikina, T. I., Allen-Portsche, S., Backhaus, A., Madabhushi, S.,

& Rudy, M. (2008). International students’ expectations and knowledge of counseling

after viewing a multicultural counseling video. Asian Journal of Counseling, 15(1), 33-

17. *Scheel, M. J., & Gonzalez, J. (2007). An investigation of a model of academic motivation

for school counseling. Professional School Counseling, 11(1), 49-56.

16. *Scheel, M. J., Hanson, W. E., & Razzhavaikina, T. I. (2004). The process of

recommending homework in psychotherapy: A review of therapist delivery methods,

client acceptability, and factors that affect compliance. Psychotherapy:

Theory/Research/Practice/Training, 41, 38-55.

15. Scheel, M .J. (2002). Integrating marital enrichment treatment in couple psychotherapy. In L.

VandeCreek (Ed.) Innovations in Clinical Practice: A Source Book, 20 (pp. 137-149).

Professional Psychology Press: Sarasota, Fla.

14. *Scheel, M. J., Forsythe, N., Kristjansson, S., Pranata, H., Packard, T., & Packard, K.

(2000). Marital Enrichment: Linking research to practice. The Family Psychologist,

16(1), 6-10.

13. *Ivey, D. C., Jankowski, P. J., & Scheel, M. J. (1999). A contextual perspective of clinical

judgment in couples and family therapy: Is the bridge too far? Journal of Family Therapy,

21(4), 339-359.

12. *Ivey, D. C., & Scheel, M. J. (1999). Relational diagnosis: Potential advantages and

drawbacks associated with a universal system for the classification of couple and family

difficulties. The Family Journal, 7(4), 335-342.

11. *Scheel, M. J., Seaman, S., Roach, K., Mullin, T., & Blackwell-Mahoney, K. (1999).

Client implementation of therapist recommendations: Predicted by client perception of

fit, difficulty of implementation, and therapist influence. Journal of Counseling

Psychology, 46(3), 308-316. (Reprinted in C. E. Hill (Ed.) (2001). Helping Skills: The

Empirical Foundation (pp. 427-444). Washington, DC: American Psychological

Association.)

10. *Scheel, M. J., & Ivey, D. C. (1998). Neutrality and feminist perspective: Can they co-exist

in family therapy? Contemporary Family Therapy: An International Journal, 20(3), 315-

9. Ivey, D. C., & Scheel, M. J. (1998). The baby and the bathwater: A reply to the commentaries

of Avis and to Siegenthaler & Boss on neutrality and feminist perspective. Contemporary

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Family Therapy: An International Journal, 20(3), 341-350.

8. *Scheel, M. J., & Conoley, C. W. (1998). Circular questioning and neutrality: An investigation

of the process relationship. Contemporary Family Therapy: An International Journal,

20(2), 221-235.

7. *Scheel, M. J., Conoley, C. W., & Ivey, D. C. (1998). Using client positions as a technique for

increasing the acceptability of marriage therapy interventions. The American Journal of

Family Therapy, 26(3), 203-214.

6. *Scheel, M. J., & Rieckmann, T. (1998). An empirically derived description of self-efficacy

and empowerment for parents of children identified as psychologically disordered. The

American Journal of Family Therapy, 26(1), 15-28.

5. *Scheel, M. J. (1997). Parent therapy groups: An alternative to family therapy for customers.

The Family Psychologist, 13 (4), 8-9.

4. *Ivey, D. C., & Scheel, M. J. (1996). Family Psychology: Subspecialty or discipline. The

Family Psychologist. 12(4), 8-9.

3. *Leung, S. A., Conoley, C. W., & Scheel, M. J. (1994). The career and educational aspirations

of gifted high school students: A retrospective study. Journal of Counseling and

Development, 72, 298-303.

2. *Leung, S. A., Conoley, C. W., Scheel, M. J., & Sonnenberg, R. (1992). An examination of

the relationship between vocational identity, consistency, and differentiation. Journal of

Vocational Behavior, 40, 95-107.

1. *Conoley, C. W., Conoley, J. C., Ivey, D. C., & Scheel, M. J. (1991). Enhancing consultation

by matching the consultee's perspectives. Journal of Counseling and Development, 69,

Encyclopedia Publications

Scheel, M. J. (2003). (Contributing Author). Counseling and guidance. In J. W. Collins, II, & N.

P. O’Brien (Eds.), Oryx dictionary of education. Westport, CT: Greenwood.

Published Reports

Scheel, M. J. (2014). Review of the Adolescent Parent Relationship Questionnaire. ). From J. F.

Carlson & K. F. Geisinger (Eds.). The eighteenth mental measurements yearbook.

Scheel, M. J. (2014). Review of the SMAPAP (Store Manager Aptitude Personality & Attitude

Profile). From J. F. Carlson & K. F. Geisinger (Eds.). The eighteenth mental

Michael J. Scheel 7

measurements yearbook.

Kantamneni, N., & Scheel, M. J. (2010). Review of the Strong Interest Inventory (Newly

Revised), 2004 revision, From R. A. Spies, J. F. Carlson, & K. F. Geisinger (Eds.). The

seventeenth mental measurements yearbook pp. 584-586, website:

http://www.unl.edu/buros.

Scheel, M. J. (2007). Test review of the OQ-10.2 Brief Screening and Outcome Questionnaire.

From K. F. Geissinger, R. A. Spies, J. F. Carlson, & B. S. Plake (Eds.). The seventeenth

mental measurements yearbook, pp. 590-592, website: http://www.unl.edu/buros.

Scheel, M. J. (2003). Test review of the Spousal Assault Risk Assessment Guide. From B. S.

Plake, J. C. Impara, & R. A. Spies (Eds.), The fifteenth mental measurements yearbook

(Electronic version) from the Buros Institute’s Test reviews online, , website:

Scheel, M. J., & Merker, B. (2003). Test review of the Miller Stress Scale. From B. S. Plake, J.

C. Impara, & R. A. Spies (Eds.), The fifteenth mental measurements yearbook (Electronic

version) from the Buros Institute’s Test reviews online, pp. 579-580, pp. 857-859,

website: http://www.unl.edu/buros.

Unpublished Report

Scheel, M. J. (co-chair), Lichtenberg, J. (co-chair), Jackson, M, & Fouad, N. (2011). Master’s in

Counseling Benchmark Competencies.

Papers in preparation

Gundel, B., Bartholomew, T. & Scheel, M. J. (in preparation). The nexus of culture and care: A

multiple-case study of multicultural competence in psychotherapy.

Parnell, K., Klentz-Davis, C., & Scheel, M. J. (in preparation). Couple help-seeking behavior.

Grants and Contracts

Funded Projects

Scheel, M. J. (May, 2011, funded). CEHS International Seed Grant: Academic Motivation and

Engagement: A Cross-Cultural Comparison of U.S. and Hong Kong High School

Students. $3700 awarded.

Scheel, M. J. (January, 2011 – July, 2015, funded). Lincoln Public Schools Dropout Prevention.

U.S. Department of Education. $4,500,000 awarded. PI for the Building Bridges through

Relationships Program. Subaward, $125,000.

Michael J. Scheel 8

Scheel, M. J., & Kunz, G. (Dec., 2009 - 2011, funded). Building Bridges through Relationships:

A High School Dropout Prevention Program. Woods Charitable Fund. $100,000

Scheel, M. J. (June, 2007, funded). Madonna Proactive Clinical Experience Grant: $15,000

Scheel, M. J. (2005, June, funded). Madonna Research Grant: $12,000.

Scheel, M. J. (2004, April, funded). Madonna Clinical Experience Grant: $15,000.

Scheel, M. J., Bischoff, R. J., Caldwell, L. D., Smith, C. W., Hanson, W. E., & Gonzalez-Kruger,

G. E. (2004, March, funded). Counseling Psychology and Marriage and Family Therapy

Programs Collaboration. College of Education and Human Sciences Teaching Initiative

Grant: $10,000 awarded.

Scheel, M. J. (2004, May, funded). Linking the Academic Performance of High School Students

to Counseling Interventions by Promoting Intrinsic Motivation: A Layman Project

Proposal: $10,000 awarded.

Scheel, M. J. (2003, May, funded). Nebraska Counselor Academy. A grant from Nebraska

Department of Education: $25,000 awarded.

Scheel, M. J. (2001, November, funded). Pre-counseling Interventions and Multicultural

Counseling for UNL Ethnic Minority Students through the Counseling and School

Psychology Training Clinic. A UNL Diversity Enhancement Project: $2100 awarded.

Packard, T., & Scheel, M. J. (1998, September, funded). The influence of marital distress on the

course of treatment using relationship enhancement and couples communication.

University Research Committee Grant: $6000 awarded.

Scheel, M. J. (September, 1996, funded). Influential factors in client acceptability and

implementation of counselor recommendations. University Research Committee Grant:

$6000 awarded.

Unfunded proposals

Scheel, M. J., & Kunz, G. (submitted Oct. 2, 2008, not funded). The Use of Personalization in

Counseling to Increase the Academic Motivation, School Engagement, and Progress

Toward Graduation of High School Students At Risk to Drop out. Goal 2 Development

Grant as part of the Middle and High School Reform submitted under IES of the US

Department of Education: $1.5M requested over three years.

Michael J. Scheel 9

Scheel, M. J., & Kunz, G. (submitted in Nov., 2006, not funded). A Multi-Systemic Intervention

to Promote the Academic Motivation and Achievement of High School Students At-Risk.

Goal II, Type A Development Grant submitted under IES of the US Department of

Education: $1,549,084 requested over four years.

Scheel, M. J. (submitted in 2005, not funded). A Multi-Systemic Intervention to Promote the

Academic Motivation and Achievement of High School Students At-Risk. Grant submitted

to the US Department of Education: $1,021,071 requested over three years.

Scheel, M. J. (submitted 2002, June, not funded). A Proposal for the Development of a Theory-

Driven Accountability System for Computer Assisted Career Guidance Systems of CIDS.

A grant through America’s Career Resource Network and Section 118 of the Perkins

Vocational and Applied Technology Amendments of 1998: $54,643.

Scheel, M. J. (2000, September, not funded). Cooperative Agreement for Parenting and Family

Strengthening Prevention Interventions. A Dissemination of Innovations Initiative. “A

Family Counseling Program in a School District”. Department of Health and Human

Services: $187,000 requested.

Scheel, M. J. (September, 1995, not funded). Effectiveness and treatment acceptability of family

counseling in the family-school ecosystem. University Research Committee Grant: $6000

Papers, presentations, workshops, and symposia:

National, Regional, and International Conferences and Meetings:

70. Gundel, B. E., Bartholomew, T. T., & Scheel, M. J. (August, 2014). Culture & care: A case

study exploration of multicultural competence in cross-cultural therapy dyads. Poster to

presented at the 122nd annual American Psychological Association convention,

Washington, D.C.

69. Gundel, B. E., Bartholomew, T. T., Scheel, M. J., Layman, T., & Gassman, S. (August,

2014). Development of a coding system to identify strength-oriented processes in therapy.

Poster presented at the 122nd annual American Psychological Association convention,

68. Wang, S. C., & Scheel, M. J. (March, 2014). Acculturation gap for three Chinese American

families living in the Midwest, U.S.A: A qualitative multiple case study. Poster presented

at the 2014 International Counseling Psychology Conference, Atlanta, GA.

67. Gundel, B. E., Bartholomew, T. T., & Scheel, M. J. (March, 2014). The nexus of culture

and care: A case-study exploration of multicultural competence in cross-cultural

therapeutic dyads. Poster presented at the 2014 International Counseling Psychology

Michael J. Scheel 10

Conference, Atlanta, GA.

66. Cole, B., Scheel, M. J., & Conoley, C. W. (March, 2014). Teaching positive psychology at

the graduate and undergraduate levels. Presented at the 2014 International Counseling

Psychology Conference, Atlanta, GA.

65. Conoley, C. W., & Scheel, M. J. (March, 2014) Two strength based community programs

developed through counseling psychology. Presented at the 2014 International Counseling

Psychology National Conference, Atlanta, GA.

64. Scheel, M. J., Gundel, B., & Bartholomew, T. (March, 2014). An empirically derived model

to identify strength-based psychotherapy processes. Presented at the 2014 International

Counseling Psychology Conference, Atlanta, GA.

63. Scheel, M. J. (March, 2014). Promotion of Positive Psychology in Counseling Psychology

through research, training, and practice. Symposium organized and chaired at the 2014

International Counseling Psychology Conference, Atlanta, GA.

62. Scheel, M. J., & Jackson, M. A. (March, 2014). Viability of Counseling Psychology now

Linked to Master’s Accreditation and Licensure. Invited symposium presented at the

2014 International Counseling Psychology Conference, Atlanta, GA.

61. Gundel, B. E., Bartholomew, T. T., & Scheel, M. J. (2013, October). Identifying strengths-

oriented processes in therapy and their impact on positive emotions. Poster presented at

the annual conference of the North America Chapter of the Society for Psychotherapy

Research, Memphis, TN.

60. Scheel, M. J. (Chair), Bartholomew, T., Gundel B., Laymon, T., Hauser, C., & Parnell,

K. (October, 2013). Emphasis on strengths across multiple contexts. Symposium

organized and chaired at the North American Society of Psychotherapy Research

Conference, Memphis, TN.

59. Scheel, M.J. (Chair), Bartholomew, T., Gundel, B., Laymon, T., Hauser, C., & Parnell,

K. (April, 2013). Finding Individual Strengths Across Multiple Populations. Symposium

organized and chaired at the Great Lakes Counseling Psychology Conference, Grand

Rapids, MI.

58. Parnell, K., Klentz Davis, C., & Scheel, M. J. (August, 2012). Couple Help-Seeking. Poster

presented at the annual meeting of the American Psychological Association, Orlando, FL.

57. Scheel, M. J. (June, 2012). Use of Therapist Directives in China. Discussant for symposium

presented at the annual international meeting of the Society of Psychotherapy Research,

Virginia Beach, Virginia.

Michael J. Scheel 11

56. Scheel, M. J. (March, 2012). Positive Therapy with Couples and Families. Workshop

presented at the Chinese University of Hong Kong (CUHK), Hong Kong, China.

55. Scheel, M. J. (March, 2012). The Use of Positive Empathy in Counseling. Workshop

presented to graduate students and faculty at the Chinese University of Hong Kong

(CUHK), Hong Kong, China.

54. Scheel, M. J. (February, 2012). A Workshop on Individual and Group Supervision. Presented

to an audience of counselors and students of the Chinese University of Hong Kong

53. Scheel, M. J., & Juntunen, C. (February, 2012). Best Practices in Practicum Training in

Counseling Psychology Doctoral Programs. Presented at the Midwinter Conference of

the Council of Counseling Psychology Training Programs (CCPTP), Miami, FL.

52. Fouad, N., Scheel, M. J., Lichtenberg, J., & Jackson, M. (February, 2012). The Future of

Counseling Psychology in Schools of Education: Endorsement of Master’s Training

Competencies. Presented at the Midwinter Conference of the Council of Counseling

Psychology Training Programs (CCPTP). Miami, FL.

50. 51. Fouad, N., & Scheel, M. J. (February, 2012). Seeking MCAC Accreditation. Presented at

the Midwinter Conference of the Council of Counseling Psychology Training Programs

(CCPTP). Miami, FL.

49. Scheel, M. J. (February, 2011). Master’s Education in Counseling Psychology: Current

Status and Challenges. Presentation at the 2011 Midwinter Conference of the Council of

Counseling Psychology Training Programs, Tamaya, New Mexico.

48. Scheel, M. J. (August, 2010). Whatever Happened to Counseling in Counseling Psychology?

In C. W. Conoley (Chair), The Decline of Counseling Research in Counseling

Psychology symposium at the annual meeting of the American Psychological

Association, San Diego, CA.

47. Scheel, M. J. (Chair), Cole, B., Berryman, K., Gundel, B., Klentz Davis, C., Grosu, C.,

Hinojos, B., Ferrell, A. (August, 2010). Developmental and Cultural Contexts of

Strength-Oriented Therapy. Symposium presented at the annual meeting of the American

Psychological Association, San Diego, CA.

46. Scheel, M. J. & Heppner, M. (February, 2010). Making Connections between Portfolio

Assessment and the Competency Benchmarks. Presented at the 2010 Joint Conference of

APA Psychology Training Councils, Orlando, FL.

45. Scheel, M. J., Juntunen, C., & Chung, B. (February, 2010). An Update on the Master’s

Training Issue in the Psychology Profession. Presented at the 2010 Joint Conference of

Michael J. Scheel 12

44. Scheel, M. J. (August, 2009). Psychotherapy Science Lifetime Achievement Presentation—A

Tribute to Donald Atkinson. Chair and organizer of symposium presented at the annual

meeting of the American Psychological Association, Toronto, Canada.

43. Scheel, M. J. (August, 2009). Innovative Research Methods in the Study of Psychotherapy.

Chair and organizer of symposium presented at the annual meeting of the American

Psychological Association, Toronto, Canada.

42. Henderson, J., Klentz, C., & Scheel, M. J. (August, 2009). Using Client Strengths in

Psychotherapy. Poster presented at the annual meeting of the American Psychological

Association, Toronto, Canada.

41. Scheel, M. J. (February, 2009). Practicum Guidelines of the Association of State and

Provincial Psychology Boards (ASPPB). Presentation at the midwinter meeting of the

Council of Counseling Psychology Training Programs.

40. Scheel, M. J. (February, 2009). Master’s Training in Counseling Psychology Programs.

Presentation at the midwinter meeting of the Council of Counseling Psychology Training

Programs (CCPTP).

39. Scheel, M. J. (August, 2008). Contributions of Bruce Wampold to Psychotherapy Research.

Symposium chaired and organized at the annual meeting of the American Psychological

Association, Boston, MA.

38. Scheel, M. J., & Conoley, C. W. (February, 2008). Strengths-Based Psychotherapy: Current

Status and Future Directions. In S. Lonborg’s Advancing Psychotherapy Process and

Outcome Research: Current Status and Future Directions. Symposium presented at the

International Counseling Psychology Conference, Chicago, IL.

37. Scheel, M. J., Backhaus, A., & Madabhushi, S. (August, 2007). The Promotion of

Academic Motivation through Counseling. Poster presented at the annual meeting of the

American Psychological Association, San Francisco, CA.

36. Scheel, M. J. (chair) (August, 2007). An Eco-Systemic Intervention to Prevent School Drop

Outs. Symposium chaired and organized at the annual meeting of the American

Psychological Association, San Francisco, CA.

35. Scheel, M. J., & Rudy, M. (August, 2006). An Eco-Systemic Intervention for At-Risk

Adolescents and Parents. In M. J. Scheel’s (chair) Motivation and Hope in Systems of

Psychotherapy Symposium presented at the annual meeting of the American

Psychological Association, New Orleans, LA.

Michael J. Scheel 13

34. Gonzalez, J., & Scheel, M. J. (August, 2006). Hope and the Working Alliance: An

Efficacious Formula. Poster presented at the annual meeting of the American

33. Razzhavaikina, T., & Scheel, M. J. (August, 2006). Exploring Mentee Acculturation and

Mentor Multicultural Competence. Poster presented at the annual meeting of the

American Psychological Association, New Orleans, LA.

32. Rudy, M., Backhaus, A. L., Madabhushi, S., & Scheel M. J. (April, 2006). Counseling at-

risk high school students: The relationships between hope, academic motivation and the

working alliance. Poster presented at the Great Lakes Regional Counseling Psychology

Conference, Purdue University, West Lafayette, Indiana.

31. Gonzalez, J., Scheel, M. J., & Conoley, C. W. (August, 2005). The Treatment of the

Demoralization of \Clients: Hope in Psychotherapy. Poster presented at the annual

meeting of the American Psychological Association, Washington, D.C.

30. Allen-Portsche, S., Scheel, M. J., Gill, K., & Hart, T. (August, 2005). Fostering

Achievement Motivation in At-Risk High School Students: A Counseling Intervention.

Poster presented at the annual meeting of the American Psychological Association,

29. Scheel, M. J., Allen-Portsche, S. M., Razzhavaikina, T. I., List Kalnins, T., Thompson, S.

W., Rudy, M. S., & Cline, G. (August, 2004). International Students’ Expectations of

Counseling: An Intervention Study. Poster presented at the annual meeting of the

American Psychological Association, Honolulu, Hawaii.

28. Scheel, M .J. (August, 2003). The Marital Enrichment Experience. Do Couples Mean What

They Say? In D. C. Ivey’s (chair) Traditional and Postmarital Family Systems

Interventions Symposium presented at the annual meeting of the American Psychological

27. Scheel, M. J. (February, 2003). Mentoring Junior Faculty in Counseling Psychology.

Presented at the annual meeting of the Council of Counseling Psychology Training

Programs, Tampa Bay, FL.

26. Scheel, M. J., Razzhavaikina, T., Allen, S., Bonsi, E., & Shamburg, B. S. (August, 2002).

The therapeutic value of client experiences with homework. Presented at the annual

meeting of the American Psychological Association, Chicago, ILL.

25. Scheel, M. J. (August, 2002). Recommending actions to clients: Treatment acceptability and

methods of delivery. In M. Scheel’s (chair) The Action Phase of Psychotherapy: Current

Perspectives Symposium. Presented at the annual meeting of the American Psychological

Association, Chicago, ILL.

Michael J. Scheel 14

24. Scheel, M. J. (August, 2002). Consideration of Gender in Psychotherapy Training. In W.

Hanson’s (chair) symposium, Multicultural Training in Counseling Psychology

Programs. Presented at the annual meeting of the American Psychological Association,

Chicago, ILL.

23. Kristjansson, S., Kircher, J., Packard, T., Packard, K., & Scheel, M. J. (August, 2002).

Individual and Couple Variables Predicting Outcome in Marital Enrichment: An HLM

Analysis. Presented at the annual meeting of the American Psychological Association,

22. Scheel, M. J., & Packard, K. (August, 2000). Integrating the old and new in marital

enrichment treatment. In M. J. Scheel’s (chair) Marital Enrichment: Does One Size Fit

All? Symposium presented at the annual meeting of the American Psychological

Association, Washington, D.C.

21. Scheel, M. J., Ivey, D. C., & Jankowski, P. J. (August, 1999). Comparison of treatment

acceptability among family members: Consideration of a systemic contextualist model. In

M. J. Scheel’s (chair) Clinical judgment: Family therapy applications in a post-modern

world. Symposium presented at the annual meeting of the American Psychological

Association, Boston.

20. Packard, T., Packard, K., Scheel, M. J., Forsythe, N., Pranata, H., & Kristjansson, S.

(August, 1999). The influence of marital distress on the course of treatment using

relationship enhancement and couples communication. Poster presented at the annual

meeting of the American Psychological Association, Boston.

19. Scheel, M. J., Hoggan, K., Willie, D., McDonald, K., & Tonin, S. (August, 1999). Client

understanding of homework determined through therapist delivery. Poster presented at

the annual meeting of the American Psychological Association, Boston.

18. Scheel, M. J., & Ivey, D. C. (August, 1998). Hypothesis generation through both a feminist

and constructivist-systemic framework. Symposium presented at the annual meeting of

the American Psychological Association, San Francisco.

17. Scheel, M. J., Seaman, S., Mullin, T., Mahoney, K., Roach, K., & Nilson, A. (August,

1998). Prediction of counselor recommendation implementation: Consideration of

multiple perspectives. Poster presented at the annual meeting of the American

Psychological Association, San Francisco.

16. Scheel, M. J., & Ivey, D. C. (August, 1997). Systemic formulations: A product of the

questions we ask. In M.J. Scheel's (chair), Clinical judgment in marriage and family

therapy. Symposium conducted at the annual meeting of the American Psychological

Association, Chicago, Ill.

Michael J. Scheel 15

15. Scheel, M. J., Mullin, T., Seaman, S., Roach, K., and Seashore, K. (August, 1997).

Counselor recommendations: Development of a typology and comparison with client

internalizations. Presented at the annual meeting of the American Psychological

14. Scheel, M. J., Rieckmann, T., & Sonne, S. (August, 1996). Influential factors in client

acceptability and implementation of counselor recommendations. Presented at the annual

13. Scheel, M. J. (August, 1996) The meeting of two subjective realities: Counselor

recommendations and client acceptability. In M.J. Scheel and D.C. Ivey's (Co-chairs),

Constructivist applications in psychotherapy. Symposium conducted at the annual

12. Scheel, M. J., & Goldsmith, D., & Rieckman, T. (August, 1995). Predictors of

empowerment with parents of children identified as psychologically disordered.

Presented at the annual meeting of the American Psychological Association Convention,

New York City.

11. Scheel, M. J. (March, 1994). Family counseling training for school counselors. Paper

presented at the annual meeting of the Rocky Mountain Association of Counselor

Educators and Supervisors (RMACES), Jackson, Wyoming.

10. Scheel, M. J. (August, 1994). Milan applications with parent groups. Paper presented at the

annual meeting of American Psychological Association, Los Angeles.

9. Scheel, M. J., & Conoley, C. W. (August, 1993). Circular questioning and neutrality: An

investigation of the process relationship. Paper presented at annual meeting of American

Psychological Association convention, Toronto.

8. Scheel, M. J. (August, 1993). Interventive and descriptive: An empirically investigated

classification system for circular questioning. Paper presented at the annual meeting of

American Psychological Association Convention, Toronto.

7. Conoley, C. W., Freeman, S. A., Daniels, J. A., Scheel, M. J., & Larson, L., (August, 1992).

Multipotentiality of career choices in gifted high school juniors. Poster presented at the

annual meeting of American Psychological Association, Washington, D.C.

6. Conoley, C. W., Scheel, M. J., & Ivey, D. C. (August, 1991). Using client's position as a

technique for increasing acceptability of marriage therapy interventions. Paper presented

at the annual meeting of American Psychological Association, San Francisco.

5. Conoley, C. W., & Scheel, M. J. (August, 1991). A systems theory model of problem

Michael J. Scheel 16

formulation. Symposium conducted at the annual meeting of American Psychological

Association, San Francisco.

4. Leung, S. A., Ivey, D. C., & Scheel, M. J. (August, 1991). A systematic approach to testing

Gottfredson's 1981 theory. Poster presented at the annual meeting of the American

3. Conoley, C. W., Ivey, D., & Scheel, M. J. (August, 1990). Using empathic rationales with

consultation interviews. Paper presented at the annual meeting of the American

Psychological Association, Boston.

2. Leung, S. A., Conoley, C. W., Scheel, M. J., & Sonnenberg, R. (August, 1990). The

relationship between vocational identity, consistency, and differentiation. Poster

presented at the annual meeting of the American Psychological Association, Boston.

1. Leung, S. A., & Scheel, M. J. (March, 1990). The career and educational aspirations of gifted

high school students. Paper presented at the annual meeting of the Midwest Educational

Research Association, Chicago.

State and local conferences and meetings

24. Scheel, M. J. (November, 2010). Competency and Licensure in Professional Psychology.

Presentation at Montana State University Counseling and Psychological Services,

Bozeman, MT.

23. Scheel, M. J. (November, 2009). Preparation of the 21st Century Grant for Lincoln North

Star High School. Roundtable discussion at Lincoln North Star High School, Lincoln,

22. Scheel, M. J., Thompson, S., Garrett, A., & Hart, T. (December, 2008). Results from the

College Climate Study of the Present Status of GLBT within the College. Presented at the

December meeting of the College of Education and Human Sciences faculty.

21. Scheel, M. J. (November, 2008). Parent Workshop: Helping your Child be Successful in

School. Presented at Mickle Middle School.

20. Scheel, M. J., & Rudy, M. H. (October, 2008). Parent Workshop: Helping your Child be

Successful in School. Presented at Mickle Middle School.

19. Scheel, M. J., & Rudy, M. H. (March, 2007). University and LPS Partnership for Reducing

High School Student Failure. Presented in the UNL, LPS, and Lincoln: Reaching Out to

Our Diverse Community Leadership Lincoln Series.

18. Scheel, M. J., & Rudy, M. H. (March, 2007). Parent Workshop: How to Help your Student be

Michael J. Scheel 17

Successful in School. Workshop presented at Lincoln Northeast High School.

17. Scheel, M. J., Gonzalez, J., Rudy, M., & Razzhavaikina, T. (October, 2005). Effective

Parenting by Helping your Student Achieve Success in School. Workshop presented at

Lincoln Northeast High School.

16. Scheel, M. J., (October, 2005). Academic Motivation. Invited presentation to school

counselors at Educational Service Unit #4.

15. Scheel, M. J., Bohlman, L., Thompson, S., Razzhavaikina, T.I., Gonzalez, J., Witte, A.,

Rudy, M., Chatelain, A., Gill, K., Allen Portsche, S., & Hobza, C. (April, 2005).

Effective Parenting by Helping your Student Achieve Success in School. Workshop

presented at Lincoln Northeast High School.

14. Scheel, M. J., (chair), Thompson, S., Allen Portsche, S., Gill, K., Razzhavaikina, T. I.,

Witte, A., & Chatelain, A. (October, 2004). Promoting Academic Motivation through

Counseling Interventions. Student research symposium at the University of Nebraska-

Lincoln College of Education and Human Sciences.

13. Scheel, M. J. (October, 2003). Tips for applying to doctoral programs in counseling

psychology. Presented to the Psi Chi Honors Fraternity, University of Nebraska-Lincoln,

Lincoln, NE.

12. Scheel, M. J., Bonsi, E., Allen-Porsche, S., Razzhavaikina, T., Kalnins, T., Zlomke, J.,

Thompson, S. Peng, Y., Rudy, M. (April, 2003). Working with Families through

Solution-Focused Therapy. Presented at the 19th annual Sharing Our Best Conference,

Beatrice, NE.

11. Razzhavaikina, T., & Scheel, M.J. (September, 2002). Counseling Ethnically Diverse

Families. Presented at the annual state conference of the Nebraska Counseling

Association, Kearney, NE.

10. Scheel, M.J. (February, 2002). Healthy Relationships. Presented to the UNL Prevent

organization.

9. Scheel, M.J. (January, 2001). Effective Parenting. Presented at the Lincoln YWCA as part of

Teen Pregnancy Program.

8. Scheel, M.J. (March, 1999). An overview of family therapy. Presented to the family consult

therapist group of the University of Utah Counseling Center.

7. Scheel, M.J., Mullin, T., Mahoney, K., Seaman, S., Roach, K., Nilson, A., & Seashore, K.

(April, 1998). Counselor recommendations and client acceptability: The meeting of two

subjective realities. Presented at the University of Utah Counseling Center Symposium

Michael J. Scheel 18

Series, University of Utah.

6. Scheel, M. J. (February, 1998). Assessment of risk. Presented at the annual Wasatch Front

School Counselor Conference, Logan, Utah.

5. Scheel, M. J., Mullin, T., Mahoney, K., Seaman, S., Roach, K., Nilson, A., & Seashore, K.

(October, 1997). Counselor recommendations and client acceptability at a university

counseling center. Presented at the conference of Utah University Counseling Centers,

Park City, Utah.

4. Scheel, M. J. (March, 1997). Brief psychotherapy. Presented at the annual meeting of the Utah

Counseling Association, Orem, Utah.

3. Scheel, M. J. (February, 1995). Milan systemic family therapy. Presented in the Department of

Educational Psychology Seminar Series, University of Utah, Salt Lake City, UT.

2. Scheel, M. J. (April, 1994). Enhancement of staff relationships in the school. Workshop

conducted for Rose Park Elementary School staff and faculty.

1. Scheel, M. J. (October, 1993). A three-tier family systems intervention approach for

oppositional children. Paper presented at the Jordan district school psychologists

Leung, S. A. & Scheel, M. J. (October, 1989). A vocational profile of gifted high school students

in Nebraska. Symposium conducted at the annual meeting of the Nebraska Professional

Counselor Association.

EDPS 320: Happiness & Well-Being through Positive Psychology, UNL, 2014

EDPS 991: Positive Psychology, Personality, and Psychotherapy, UNL, 2011, 2013

EDPS 964: Counseling Theories and Interventions, UNL, 2005

EDPS 965A: Group Counseling, UNL, 2001-2006, 2009, 2013

EDPS 974: School Counseling, UNL, Summer 2001, 2003, 2005, 2009, 2012

EDPS 975: Vocational Psychology, UNL, 2007, 2009

EDPS 976: Counseling Psychology I: Theory and Practice, UNL, Fall, 2001-2013

EDPS 985: Couple and Family Counseling, UNL, Spring, 2002 - 2014

EDPS 997A: Practicum in Counseling, UNL, 2000

EDPS 997B: Field Placement, UNL, Fall & Spring, 2001-2014

EDPS 997G: Advanced Counseling Practicum, UNL, Fall 2001-2006, 2008-2014

EDPS 6710: Beginning Counseling Practicum, Utah, 1999

EDPS 6210: Counseling Procedures, Utah, 1999

EDPS 771: Advanced Practicum in Counseling, Utah, 1997-99.

EDPS 695: Family Psychotherapy, Utah, 1996 & 1998.

EDPS 633: Vocational Guidance and Career Planning, Utah, 1996-98.

Michael J. Scheel 19

EDPS 695: Couples Therapy, Utah, 1995, 1997, & 1999.

EDPS 601: Introduction to Statistics, Utah, 1995-98.

EDPS 302: Introduction to Educational Psychology, Utah, 1995-96.

EDPS 620: Counseling Theories and Procedures, Utah, 1993-98.

EDPS 630: Tests and Measurements, Utah, 1994.

EDPS 671: Practicum in Counseling, Utah, 1994-1998.

EDPS 690: Internship in Counseling, Utah, 1994, 1995.

EDPS 625: Family Counseling for School-based Problems, Utah, 1994-1998

EDPS 261: Psychological Foundations for Education, UNL, 1989.

EDPS 866: Counseling Methods, Teaching Assistant, UNL, 1990 & 1991.

EDPS 975: Vocational Psychology, Teaching Assistant, UNL, 1990.

CHAIRED DISSERTATION RESEARCH

24. Bartholomew, T. (in progress). A Multiple Method Qualitative Study of Psychological

Distress and Ill Mental Health Treatment among the Ovambo in Northern Namibia.

23. Klentz Davis, C. (in progress). An Evaluation of the Impact of a Couples Enrichment

Program on Relationship Satisfaction, Communication, Conflict Resolution, & Forgiveness.

22. Parnell, K. (in progress). The influence of a couple gratitude intervention on positive

emotions, intimacy, and relationship satisfaction.

21. Herzberg, S. (December, 2013). The influence of incomer status: The role of rural

background, knowledge of mental health services, and perceived stigma on help-seeking

20. Warrior, A (in progress). The emotional experience of American Indians receiving

hemodialysis and how it relates to treatment adherence.

19. Reznicek-Parrado, J. (July, 2013). Strengths versus deficits: The impact of gender role

conflict and counseling approach on the appeal of therapy for men.

18. Wang, S. (2012). What is it like to be Chinese for three immigrant families living in the

Midwest, U.S.A.? A qualitative multiple case study.

17. Henderson, J. A. (2012). Promoting healthy body image in college men: An evaluation of a

psychoeducational program.

16. Bitz, A. (2011). First year college student adjustment: Does rurality matter?

15. Badiee, M. (2011, co-chair). Portraits of empowerment: Iranian-American women as

political activists.

Michael J. Scheel 20

14. Mohsen-Johnson, F. (2010). A naturalistic study of exercise adherence among a community

based sample at a fitness facility.

13. Gonzalez, J. (2010). The battered woman experience: A phenomenological study exploring

the lives of Latina women and their experience with domestic violence.

12. Robinson-Keilig, R. (2010). An investigation of interpersonal disruptions and secondary

traumatic stress among mental health therapists.

11. Thompson, S. (2010). The contextual characteristics of caring teachers: Integrating

curriculum and classroom management: A multiple case study.

10. Cline, G. (2009). Predictive factors of emotional acceptance.

9. Hart, T. (2009). Exploring how couples utilize premarital counseling: A grounded therapy

8. Allen-Portsche, S. M. (2008) Multicultural counseling competence in home-based therapy: A

phenomenological study.

7. Razzhavaikina, T. I. (2008). Mandatory counseling: A mixed methods study of factors that

contribute to the development of the working alliance.

6. Petska, K. (2007, co-chair). Using personality variables to predict academic success in a

personalized system of instruction.

5. List-Kalnins, T. K. (2006). The use of the Millon behavioral medicine diagnostic for screening

gastric bypass surgical and an exploration of post-surgical outcomes: A mixed methods study.

4. Bonsi, E. (2006). An empirical investigation of the usefulness of solution talk in solution

focused therapy.

3. Ortega, C. N. (2004). Fathers behind bars: Predictors of the maintenance of family ties during

incarceration.

2. Paulk, D. (2004). Bullying from the perspective of middle level students: A qualitative study.

1. White Vidlak, N. (2002). Identifying important factors in supervisor development: An

examination of supervisor experience, training, and attributes.

Professional Association Committees and Service

Michael J. Scheel 21

Master’s Training and Accreditation Summit, Dallas, TX, 2014

APA accreditation site visit team, Georgia State University, October, 2013

Division 17 Task Group on Master’s Training in Counseling Psychology,

Member, Sept. 2012 – July, 2013.

Council of Counseling Psychology Training Programs and Society of Counseling

Psychology, Co-Chair, Master’s Competencies Work Group, 09/11 to

Council of Counseling Psychology Training Programs, past chair, 2010-2011.

Council of Counseling Psychology Training Programs, Chair, 2009-2010.

Society of Counseling Psychology, Section for the Promotion of Psychotherapy

Science, 2009-2010.

Council of Counseling Psychology Training Programs Liaison to the Association

of State and Provincial Psychology Boards, 2008-2010.

Council of Counseling Psychology Training Programs, Chair-elect, 2008-2009.

Science, Chair, 2008-2009.

Strategic Task Group on Master’s Level Counseling Training, Society of

Counseling Psychology, Chair, 2008-2010.

Council of Counseling Psychology Training Programs, Executive Board, 2007-

Council of Counseling Psychology Training Programs, Chair designate, 2007-

Science, Chair-elect, 2007-2008.

Science, Secretary, 2006-2007.

APA accreditation site visit team; U. of Oklahoma; February, 2006.

APA Division 43, Special Interest Groups Committee, 1999-2000.

Editorial Service

Co-editor, The Counseling Psychologist, Special issue on Positive Psychology,

June, 2013 to present

Associate Editor, The Counseling Psychologist, January 2014 to January, 2020

Associate Editor-elect, The Counseling Psychologist, 2013

Editorial Board, The Counseling Psychologist, January, 2011 to present

Editorial Board, Journal of Counseling Psychology, January, 2009 to 2011

Editorial Board: Psychotherapy Research, 2006 to present

Editorial Board, Feature Article Reviewer: The Family Psychologist, 1996 to

Ad hoc reviewer, Journal of Clinical Psychology

Ad hoc Reviewer: The Counseling Psychologist

Ad hoc Reviewer: Psychotherapy Research

Michael J. Scheel 22

Ad hoc Reviewer: Journal of Consulting and Clinical Psychology

Ad hoc Reviewer: Journal of Marriage and the Family

Ad hoc Reviewer: Asian Journal of Counseling

Outside Reviewer, Promotion and Tenure

2001 (1); 2002 (2); 2005 (1), 2009 (2), 2010 (2), 2013 (1), 2014 (1)

Prentice Hall Book Reviews

2001 (1); 2002 (1); 2004 (1); 2005 (1)

University Institutional Review Board, Member, 2007-2010 (UNL)

Academic Senate, 2001-2003 (UNL).

General University Institutional Review Board, Member, 1994-1998 (U of Utah).

College Promotion and Tenure Committee, Member, 2011-2012; 2013 to present

College Awards Committee, Member, 2009.

GLBT Faculty Survey committee, Member, 2007-2008.

College GLBT Reading Group, Member, Fall, 2007.

College GLBT Interest Group, Member, 2007.

Marriage and Family Therapy Faculty Search Committee, Member, 2006-2007.

College Merger Committee, Member, Fall, 2002 (UNL).

College Planning and Allocations Committee, Member, 2001 to 2003 (UNL).

College Curriculum Committee, Chair, 1997 to 2000 (U of Utah).

College Scholarship Committee, Member, 1998 to 2000 (U of Utah).

College Teaching Committee, Member, 1995-1996 (U of Utah).

Program Director of Training, UNL, Counseling Psychology, 2000 to present

Assistant Professor in Counseling Psychology Search Committee, Chair, 2008-

Analyzer of RPT file, Fall, 2007

Assistant Professor in Counseling Psychology Search Committee, Chair, 2005-

Assistant Professor in Counseling Psychology Search Committee, Chair, 2003-

Analyzer of RPT file, Graduate Committee of Educational Psychology, Fall, 2003

& 2004.

Department Graduate Committee for Midcourse Review, Spring, 2001

Department of Educational Psychology Executive Committee, 2000 to present.

Ethnic Minority Affairs Committee, Faculty Advisor, 2001-2002

Department of Educational Psychology Diversity Committee, Chair, 1998 to 2000

(U of Utah).

Masters in Counseling Program Committee, 1993 to 2000 (U of Utah).

Counseling Psychology Program Committee, January, 1997 to 2000 (U of Utah)

Michael J. Scheel 23

Department of Educational Psychology Diversity Committee, 1996 to 1998 (U of

Advisory Boards

Nebraska Career Information Advisory Board, 2000 to 2011

Wellness Advisory Board, UNL, 2002

Board of Directors of the For Immigrants and Refugees Surviving Torture

(FIRST) Project, 2003 to 2007.

School Guidance Counselor Ad Hoc Committee, Nebraska Department of

Education, 2004.

State Offices Held

Utah Mental Health Counseling Association (UMHCA), President, 1995-1996.

PROFESSIONAL ORGANIZATIONS

Council of Counseling Psychology Training Programs (CCPTP)

American Psychological Association (APA)

Division 17, APA - Society of Counseling Psychology (SCP)

SCP Section for the Promotion of Psychotherapy Science (SPPS)

SCP Section on Positive Psychology

Division 43, APA – Society of Family Psychology

Division 29, APA – Psychotherapy

Society of Psychotherapy Research (SPR)

Nebraska Counseling Association (NCA)

Nebraska Psychological Association (NPA)

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Qualitative case study research

Context: that’s where case study research comes in. Here, you adopt a series of methodologies that are exploring the phenomenon you want to study in context (in vivo / in life) rather than in isolation (in vitro – in a glass tube).

Daniel Turner

A good researcher knows that everything happens in context. It’s not just in social science, but a fundamental principle in physics – every reaction is caused by something. In studying people, communities and behaviour, we need to consider the embedded world in which they live.

In qualitative research this is always an important part of the research, but it also provides a difficult methodological question: how much of the context should be the research study? It’s obviously not possible to study the whole world and all the interactions of people and customs in it, but you also don’t want to look at one part of the puzzle in isolation.

That’s where case study research comes in. Here, you adopt a series of methodologies that are exploring the phenomenon you want to study in context (in vivo / in life) rather than in isolation (in vitro – in a glass tube). Rather than just finding individual research respondents who meet your criteria for inclusion in your study, you research a little more of the world they live in. It’s often used to look at organisations such as a school, workplace, hospital or support group. While often closely connected with ethnography, case study research doesn’t have to just use ethnographic methods.

Miles and Huberman (1994) define a case study as a phenomenon occurring in a bounded context. Of course everything happens in some sort of context, but having a specific context of study is essentially what forms the unit of analysis, and this may be an individual, an organisation, an intervention or a process.

Usually qualitative case studies employ a qualitative inquiry approach, so could have exploratory, interpretive, or descriptive questions. It’s often used with a theory testing approach, where no such case study has been done before, so new explanations are likely to be generated using phenomenology or grounded theory .

Because of the exploratory and in-depth nature of the issues tackled in case study research, it’s likely that a researcher will embed themselves in the context for a long period of time, similar to ethnography. They will get to know the people and site in great detail, usually through a lot of direct observation . Since it’s difficult to be a totally impartial fly-on-the-wall during this type of study approach, the researcher needs to not only embrace the fact that their presence will influence the data in some way (constructivism and subjectivisim) but also plan for and manage the potential impact.

Yin (2003) notes that case study research is often chosen when you cannot directly manipulate the behaviour of participants, the context is important, or it’s not clear where the context of what you are studying ends. However, the last point also contains a word of caution – to make sure that the research questions are aimed correctly, so that the research project doesn’t grow too much. Setting exactly what is the specific and interesting part of the context of the case is probably the most important factor in designing case study research.

These may also be geographical boundaries to a case, or they may cover a single site – such as one workplace rather than all branches of that office. However, it’s important to note that qualitative case study research almost always involves selective or purposeful sampling : because the number of cases are so small, it is unlikely there there is going to be a random selection process for which sites are included.

There are also comparative case studies – also called multiple or collective case studies which are used to compare phenomenon at multiple sites. However, as case studies are usually always ‘in-depth’ due to the complex interplay they are studying, it is unusual to have more than a few different case study locations, especially as each may require months or years of study.

Gaining access through ‘gate-keepers’, and earning trust from potential participants is even more important in case study research than other settings, since the researcher is likely to be embedded there for a considerable period of time, and will get privileged access to the inner workings of the context or setting. It can take a lot of work, dead-ends and patience before access is granted to the context of the case study, and researchers need to present a convincing, but realistic reason that they should be allowed to study the setting, and what participants can expect.

So what actual methods can be used in a qualitative case study? Well observation is the most obvious and commonly used: watching how people act and behave in natural settings ( Mayse and Pope 1995 ). Here researchers will take notes, although may also record audio or video of key sessions or activities for later analysis. A research journal is a good idea – somewhere to keep the researcher’s own thoughts, comments and interpretations of the study as it goes along. This is especially important since the case study will likely take many months of work, and multiple informal observation settings.

However, it may not always be obvious to an outsider what is happening and why just by watching, so interviews and focus groups can also be used to ask questions to participants about the context and their actions. Document analysis is also important in case study research, as it can provide evidence and insight to how the context operates (such as meeting notes, internal policy) but also documents about the setting from outside, which may include media and government policy.

Reading through some examples of research based on case study research can give you an idea of what is typical, as well as the breadth of approaches and subjects. For example, a study of an organisation and management in Switzerland used a single case study approach, but was embedded for a whole year ( Meissner and Sprenger 2010 ). A study of sport clubs for young people in Zambia used a typical multi-case study approach, looking at 5 groups over 4 months with individual interviews and field notes ( Njelesani et al. 2015 ). Case studies can also look at virtual communities, using both online and offline approaches ( Nørskov and Rask 2011 ).

As ever, our short blog post only opens the door to a complex topic, and further reading is always advised. In addition to the classic articles and books on case study research, especially Yin (2014) and Miles and Huberman (2013), there are two excellent overview articles: Baxter and Jack (2008) and Harrison et al. (2017) which will provide more depth and further reading (links and references below).

Considering the huge amount of notes, data and diaries that case studies generate, a simple intuitive tool to collect, manage and analyse qualitative text data would be an important consideration. Thankfully, we designed Quirkos to do just that, and you can download a free trial to see how it can help your qualitative analysis and case study research!

Baxter, P., & Jack, S. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The Qualitative Report, 13(4), 544-559. https://www.nova.edu/ssss/QR/QR13-4/baxter.pdf

HARRISON, Helena et al. Case Study Research: Foundations and Methodological Orientations. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, [S.l.], v. 18, 2017. https://www.qualitative-research.net/index.php/fqs/article/view/2655/4079

Miles, Huberman and Saldana (2014), Qualitative Data Analysis A Methods Sourcebook Los Angeles, CA: Sage. https://us.sagepub.com/en-us/nam/qualitative-data-analysis/book239534

Yin, Robert K. (2018). Case study research and applications: Design and methods. Los Angeles, CA: Sage. https://us.sagepub.com/en-us/nam/case-study-research-and-applications/book250150

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The One-Shot Case Study

The one-shot case study design is shown in figure 4.1e. It is also called the ex post facto design because a single group of people is measured on some dependent variable after an intervention has taken place.

Image showing one shot case study definition and example

This is the most common research design in culture change studies, where it is obviously impossible to manipulate the dependent variable. You arrive in a community and notice that something important has taken place. A clinic or a school has been built. You try to evaluate the experiment by interviewing people (O) and assessing the impact of the intervention (X).

FIGURE 4.1e. The one-shot case study design.

With neither a pretest nor a control group, you can’t be sure that what you observe is the result of some particular intervention. Despite this apparent weakness, however, the intuitive appeal of findings produced by one-shot case studies can be formidable.

In the 1950s, physicians began general use of the Pap Test, a simple office procedure for determining the presence of cervical cancer. Figure 4.2 shows that since 1950, the death rate from cervical cancer in the United States has dropped steadily, from about 18

BOX 4.3 POSTTEST ONLY: THE UNDERAPPRECIATED DESIGN

The posttest-only design, with random assignment, is not used as much as I think it should be, despite its elegance and its low cost. In June 2009, a search of PsycINFO turned up 1,110 examples of studies that used the pretest-posttest design, compared to 133 for studies that used the posttest-only design (with or without random assignment). This preference for the classic design is due partly to the appealing-but-mistaken idea that matching participants in experiments on key independent variables (age, ethnicity, etc.) is somehow better than randomly assigning participant to groups, and partly to the nagging suspicion that pretests are essential to the experimental method. That nagging suspicion (that we can do better than trust the outcome of events to randomness) has been the focus of a lot of research since a paper by Gilovich et al. in 1985 titled: ''The hot hand in basketball—on the misperception of random sequences.'' The hot-hand phenomenon—the belief that streaks (in sports and in money management, for example) are the result of nonrandom forces—is hard to break. By the same token, so is the belief that small samples, if drawn randomly, are sufficient to warrant generalizing to a population. On this one, see the 600+ citations to Tversky and Kahneman (1971) and chapters 6 and 7 on representative and nonrepresentative sampling ( Further Reading: the posttest-only design).

per 100,000 women to about 11 in 1970, to about 8.3 in 1980, to about 6.5 in 1995 and to about 2.4 in 2005. If you look only at the data after the intervention (the one-shot case study X O design), you could easily conclude that the intervention (the Pap Test) was the sole cause of this drop in cervical cancer deaths. There is no doubt that the continued decline of cervical cancer deaths is due largely to the early detection provided by the Pap Test, but by 1950, the death rate had already declined by 36% from 28 per 100,000 in 1930 (B. Williams 1978:16).

Never use a design of less logical power when one of greater power is feasible. If pretest data are available, use them. On the other hand, a one-shot case study is often the best you can do. Virtually all ethnography falls in this category, and, as I have said before, nothing beats a good story, well told ( Further Reading: case study methods).

IMAGES

Multiple case study research
Understanding collaboration in monitoring research publications
Multiple Case Study Method
Multiple Case Study Method
Multiple-case study analysis process. [72].
Figure A.1: Multiple-Case Study approach according to Yin [42

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COMMENTS

In Which Qualitative Research Approach Is The Primary Goal To Gain Access To Individuals
is a study of human consciousness and individuals' experience of some phenomenon. a. Phenomenology b. Ethnography c. Grounded theory d. Case study research
A qualitative multiple case study. The ... Michael J. Sch
counseling interventions; contextualized therapy approaches promoting. coherency, fit, and cultural competency; action oriented approaches in
Qualitative case study research
Usually qualitative case studies employ a qualitative inquiry approach, so could have exploratory, interpretive, or descriptive questions
Case Study Approach To Qualitative Research
Case Study Approach To Qualitative Research. Comprehensive and up-to-date question an Example fascinating and. Download UPSC popularly known in a as I remember myself, for Competitive
The One-Shot Case Study
The one-shot case study design is shown in figure 4.1e. It is also called the ex post facto design because a single group of people is measured on some dependent variable after an intervention has taken place
RWJF
Unlike the other approaches we discuss, case study research does not emerge from a particular social scientific tradition. The qualitative methods described below are all likely to be used in case study research