Subjective Theories on Counselling and Counselling Practi

Project lead
Prof. Dr. Jane Porath

Project duration
2023
 

Theoretical Background
Subjective theories are, according to Groeben (cf. 1988), complex collections of cognitions of ourselves and how we see the world and can also serve as an explanation and prognosis. There are reasonable grounds to assume that they influence peoples' perceptions and actions (compare, for example, Dann 1983). Bromme, Kienhues and Stahl (cf. 2008) were able to work out, on an empirical basis, that depending on the activity, certain ideas were necessary or even to an advantage. For this reason, people have to be able to flexibly activate the most beneficial ideas, depending on the activity or perhaps subject matter. Subjective theories evolve through how individuals deal with their social environment, i.e. by observing the interactions of others (cf. Buehl & Alexander 2006; Muis, Bendixen & Haerle 2006). In this interaction, one person attributes an expected action to another person which would fit their own understanding of the situation and the world around them. If this expectation is fulfilled, their own beliefs are reinforced.
Several studies have already demonstrated the existence of subjective theories among teaching staff and managers. It can be assumed that on top of conscious knowledge (scientific theories) about counselling and counselling practices acquired during their studies, for example, counsellors and placement officials also have subjective ideas and theories about counselling and counselling practices that are mostly subconscious but can guide and control their actions and thus influence the course and outcome of counselling situations. 

In the project "Subjective Theories on Counselling and Counselling Practice", an attempt was made using online interviews to record and visualise subjective theories. The interview method did not comprise the recalling of specific counselling situations but was based on what the counsellors could recall. This means interviewees should recall two counsellors who they saw as good counsellors, two who they deemed to be average and two who they thought to be not so good. (persons = elements). In the interview, so-called triads were made out of these elements who were always given the same question: What do these people have in common with regard to counselling and counselling practice which distinguishes them from the third person? The interview statements were recorded in so-called construct poles (similarities) and contrast poles (differences).
The study design employed a qualitative approach. First, the 36 online interviews - with students from the degree programmes, "Labour Market Management" and "Education, Career and Employment Counselling", graduates, placement officers and counsellors – were evaluated using frequency analysis and finally using content analysis.
 

Frequency analysis was used to clarify questions regarding how many triads could be answered, how many statements there were, the number of different constructs and the number of statements per triad. In the content analysis, the constructs were classified by keywords, and the keywording was structured. In addition, there was clarification in terms of which academic constructs correspond to which key words, which academic fields are not named and which aspects beyond academic constructs are mentioned.
 

It could be derived from the interview responses and categorisations that if subjective theories are to be made aware of, the following academic constructs need to be utilised: 

1. General competency model (professional competency, social competency, implementation competency, personal competency)
2. Social perception (inc. biases, e.g. halo effect)
3. Implicit personality theories
4. Situation conditions