Recognizing Social Class in the Psychotherapy Relationship: A Grounded Theory Exploration of Low-Income Clients

Autor/inn/en	Thompson, Mindi N.; Cole, Odessa D.; Nitzarim, Rachel S.
Titel	Recognizing Social Class in the Psychotherapy Relationship: A Grounded Theory Exploration of Low-Income Clients
Quelle	In: Journal of Counseling Psychology, 59 (2012) 2, S.208-221 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0167
DOI	10.1037/a0027534
Schlagwörter	Grounded Theory; Psychotherapy; Social Class; Low Income; Counselor Client Relationship; Semi Structured Interviews; Outcomes of Treatment; Advocacy; Counseling Techniques + Suchen Sie Ihr Suchwort? Psychotherapie; Social classes; Soziale Klasse; Niedriglohn; Sozialanwaltschaft; Counseling technique; Counselling technique; Counselling techniques; Beratungsmethode
Abstract	The process of psychotherapy among 16 low-income clients was explored using grounded theory (Charmaz, 2006; Glaser & Strauss, 1967) in order to understand and identify their unique experiences and needs. Semistructured interviews were conducted with 12 women and 4 men who had attended at least 6 sessions of psychotherapy within 6 months of the interview. Our grounded theory that evolved depicted a tapestry of the dynamic process by which low-income clients experience social class within psychotherapy. Specific therapist behaviors that contribute to more and less positive experiences emerged from the data and pointed to the importance of acknowledging social class within the therapy room. The significance of therapists enhancing the 50-min hour via advocacy and meaningful moments within and outside of the therapy room was highlighted among all participants. Implications for practice with low-income clients and directions for future research are provided. (Contains 1 footnote and 1 figure.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10