research projects in counselling

Mick Cooper Training and Consultancy

Choosing Your Research Topic: Some Pointers

If you're doing a research project in counselling, psychotherapy, or counselling psychology, choosing your topic can be one of the hardest things to get right. And often one of the things you get the least advice on. So how should you go about it?

Read through previous counselling/psychotherapy/counselling psychology research theses

Invaluable! Essential! Probably the most useful thing you can do to get you started. This will give you a real sense of the ‘shape’ of a research study in this field, what is expected of you, and the kinds of questions that you might want to ask.  Should be in your college library or ask a tutor.

originalITY is not everything

Often, in my experience, students come into Master’s or doctoral research projects thinking, ‘I must do something original… I must do something original.’ So they work away at finding some dark corner somewhere that no-one has ever looked into before. Of course, there does need to be originality in your research, but if you’re burrowing away into a corner somewhere then there’s a real danger that no-one else is going to be particularly interested in where you’re going—you’re off into a world of your own. So instead of asking yourself, ‘What can I do that no-one else has ever done before?’ ask yourself, ‘What can I do that builds on what has been done before?’ And that means…

…Get a sense of the field

What are the key questions being asked in your field today?  What are the issues that matter and that are of relevance to practice?  It’s great to draw on your own interests and experiences, but also make sure you develop some familiarity with the field as it currently stands.  This will help to ensure that your research is topical and relevant—of interest and importance to the wider field as well as yourself.  A great thing to do can be to find out what your tutors are researching and what they see as the key issues in the current field.  And do remember that there may be the possibility of developing your project alongside them in some way, so that you can contribute to a particular national- or international-level research initiative.

Also, right from the start, think about how your work and your research question might have the capacity to influence practice and policy.  This may be the biggest research project you’ll ever do.  So make it count.  Think about doing something that can really help others learn how to improve their practice, perhaps with a particular group of clients, or with respect to a particular method.  If it’s a doctoral level project, you’ll become a leading expert in that field, and you’ll be in a position to teach the rest of us how to be more helpful.  So think about what you’d like to find out about, which you can then disseminate to the field as a whole.

If you want to make your research count, have a really long think before you dive into doing research on therapists’ experiences or perceptions.  Lots of students study this: it’s reflexive, and it’s a relatively easy group to access.  But it also raises the question of how interested people are really going to be in how therapists’ see things.  After all, we’ve all been trained in particular beliefs and assumptions, so if we’re the subject of research, we’re often just going to reiterate what we’ve been taught to think.  Generally, clients make a much more worthwhile participant group, because you’re hearing first hand what it’s really like in therapy, and what works and what doesn’t.

Consult the literature

Once you’ve got some idea of what you’d like to look at, find out how other people have tried to answer that question. If no-one has tried to answer it before, that’s great, but you need to be really sure about that before going on to furrow your own path—after all, you don’t want to get to the end of your research to find out that somebody ‘discovered’ the same thing as you decades ago. So have a look on Google Scholar, and particularly on social science search engines like PsychInfo. Undertaking such searches also ensures that your research will be embedded within the wider research field, and it may well give you ideas about the kinds of questions that are timely to ask.

Make sure it's related to therapeutic practice

Choose a topic which is related, at least in some way, to the field of therapeutic practice. Most directly, this may include things like: clients’ experiences of helpful and unhelpful factors, how psychological interventions are perceived from those outside the field, or the applied role of counselling in such fields as education. Exploring people’s experiences of a particular phenomenon—for instance, women’s experiences of birth trauma—can also be related to therapeutic practice, but just be clear what the association might be. For instance, could that help therapists know how to work most effectively with that client group, or to know what issues to be sensitized to.

Find yourself a clearly-defined question

Try to find a single, clearly defined question as the basis for your study (see my Research Aims and Questions pointers ). This can then serve as your title. If you can't encapsulate your research project into a single question/sentence at some point, the chances are, you're probably not clear about exactly what it is you are asking.

That's ‘question’, not ‘questions’

One of the biggest problems students face is that they ask too many inter-related questions, with too many constructs of interest, and therefore get very muddled in what they are doing. For instance, they’re interested in attachment styles, and how it relates to dropout as mediated by the client’s personality in EMDR for trauma. But that’s five different constructs (attachment styles, dropout, personality types, EMDR, trauma—and, indeed, a sixth implicit one, which is the outcomes of EMDR for trauma), and generally you want to focus down on just one or two constructs (particularly in qualitative research), or maybe three at most if you are doing quantitative. So, for instance, you could focus on how attachment style influences dropout, or how clients experience EMDR for trauma, or the role of personality styles in mediating outcomes in EMDR for trauma. Or you could even just focus down on how clients experience dropout. All nice, straightforward questions that you can really get into at Master’s or doctoral level depth. So think about the constructs that you definitely want to focus in on, and let go of those that are maybe less central to your concerns. Of course, that’s difficult, and three of the main reasons why are given below—along with the things you may need to remind yourself of:

'I won't have enough material otherwise.'   Your word limit may seem like a lot, but you'll be amazed at how quickly it goes. If you just focus on one question, you will be able to go into it in a great amount of depth—far more appropriate to Master’s or doctoral study than trying to answer a number of questions and subsequently coming away with numerous superficial answers.

'There's lots of different aspects of this area that I'm interested in.' That's great, but you won't be able to cover it all in this one project. You can always do further research after this one. In limiting yourself to just one question, you may well experience feelings of loss or disappointment as you let go of areas you're really interested in, but it's better to feel that loss now than after you've put months of work into areas that are just too dispersed.

'I've already started to ask this other question, and I don't want to lose the reading that I've already done'. Again, it can be painful letting go of things, but there is no value in ‘throwing good money after bad.’ Sometimes in research you need to be brutal, and cut out areas of inquiry that don't fit in—even if you've sweated blood over them. Remember what authors say: the quality of their book is defined by what they leave out!

That’s ‘question’, not ‘answer’

Some of the most problematic projects come about when researchers try to show that a particular answer is the correct one, and consequently won’t let anything—including their own findings—get in their way. So if you really believe something about psychological therapies, like ‘person-centred therapy is much more effective than cognitive-behavioural therapy’, or ‘women make much better counselling psychologists than men’ then you may want to steer clear of this topic. That is, unless you can really get yourself into a frame of mind in which you are open to the possibility that you might find the absolute opposite of what you want—and you can enthusiastically write about the implications of this finding. Good research is like good therapy: you put to one side your own assumptions as much as possible, so that the reality of whatever you are encountering can come through. So, in trying to work out your research question, here’s something to really ask yourself:

What is the question that I genuinely don’t know the answer to (but would love to find out)?

And ‘genuinely’ here means genuinely. It means you really, actually, don’t know what the answer to that question is. If you can find that question, it’ll help enormously in your whole research project, because it’ll mean that you’re genuinely open to, and interested in, finding out what’s out there. That’s research!

But make sure there’s not too much literature on it

If you ask a question on which much has already been written—like the effectiveness of person-centred therapy—then you’re likely to be drowned in material before you even get to the end of the literature review. So narrow down your question—e.g. the effectiveness of advanced empathy in person-centred therapy—until you’ve got a manageable number of references in your sights. Don’t worry if it seems too few, you’ll no doubt pick up more references as you go along. And remember, you need to have full mastery of the literature regarding the question your asking, and it is a lot easier to master the information in five or six papers than it is in hundreds.

What’s often ideal is if you can move one step on from some pre-existing literature: e.g. extending a study about depression in men to looking at depression in women, testing out a theory that you’ve found in a book, or using qualitative research to address a question that has previously only been addressed through quantitative research. So don’t get too hung up on being totally ‘original’: in fact, if you try to be too original you can end up in a sea of confusion with no theoretical or methodological concepts to anchor yourself to. Having an original twist is often much more productive—you’re saying something new, but you’re building on what’s already been laid down.

Think methodology from the start

It’s no good coming up with a brilliant question if there is no way of actually answering it, or if answering it is going to be such a headache that you’ll wish that you never started in the first place. So as you come up with ideas, think about how feasible it might actually be to put them into practice. This is something you may really want to discuss early on with a colleague or research tutor.

Respondents MUST be accessible

In terms of the feasibility of the study, probably the most important question is whether or not you are actually going to get anyone to participate—to respond to your interviews, questionnaires, etc. It is essential to the success of your study that you get a good response rate, so thinking about who you do research with is often as important as thinking about what you do (see my research pointers here on recruiting participants). A number of factors will determine how good your response is likely to be: how big the population is in total, their motivation to help you, how easy it will be for you to get in touch with them, how cautious you will need to be as a consequence of ethical safeguards. So don’t just come up with an idea and hope blindly that someone out there will be interested. However hard you think it will be to get participants, you can guarantee that it will actually be several times harder than that, so make sure this is something you think about, and address, at an early stage.

Ethics come first

The principles of non-maleficence—doing no harm to your respondent—and, ideally, beneficence—promoting the respondent’s well-being—should be an integral part of your research design. So, right from the very start of your project, think about ways in which your research might benefit those that are involved; and also make sure that you have read and familiarised yourself with appropriate ethical guidelines, as well as any other sets of relevant standards.

Aside from ‘doing the right thing’, the issue of ethics will be an important one for you because, in any research study, you will need to submit your project to an ethics committee (see above), and the more sensitive your work, the more committees and the longer the time this is likely to take. For instance, if you wish to carry out research in the National Health Service, you will almost certainly need to go through an NHS ethics committee, which can take many months to consider and respond to proposals. So, as you start to develop your research ideas, be aware of the ethical issues and processes that it might raise, and try to find out about the ethical submissions that such a study is likely to entail. That way, you won’t suddenly find yourself facing a long and uncertain wait before you can proceed with your work -- or, if you do, at least you’ll be prepared for it.

Research resources Funding, journals, guidelines and other publications

Research is vital for the counselling professions, helping to provide evidence for the range of issues where therapy can be effective. We offer research grants and awards, as well as produce many research resources to inform your practice, help you undertake research yourself or to update you on our research activities.

Research grants and awards

Our research grants are offered to support high-quality and ethical research that contributes to the evidence base, and which is relevant to the fields of counselling, psychotherapy or coaching. We’re offering two grant types both aimed at supporting projects that align with BACP's organisational strategy and our over-arching research priority of client-focussed research . We also offer annual awards for outstanding research and new resear chers .  

Annual Research Conference

For 27 years the BACP research conference has been a leading international event for researchers and practitioners. See the latest details and view our conference archive.

Research publications

We commission and publish a range of research documents for our members, other counselling professionals and the public. Listed by topic, these include systematic reviews, research reports, literature or evidence summaries and research guidelines.

Good research practice

A suite of member-only resources, including presentations, panel discussions and member experience interviews, to help you understand, undertake and use research to inform your practice.

Ethical guidelines for research in the counselling professions

We're committed to encouraging the best possible research for the benefit of our clients and the widening range of counselling professions, including coaching, mentoring and pastoral care. These guidelines aim to promote and inform good research practice and apply  to any quantitative or qualitative research that falls within the  Ethical Framework   definition of ‘a systematic enquiry or experiment to advance knowledge’. 

EBSCO information services

Free access to the EBSCO research journal database and discovery service for BACP members.

Counselling and Psychotherapy Research journal

Counselling and Psychotherapy Research (CPR) is an online journal which links research with real-life practice. It's aimed at practitioners who engage with and have an interest in research at lots of different levels, from the novice to the seasoned researcher.

Research noticeboard

Our members' noticeboard can help you find participants for your research study, or provide details of projects and surveys you might like to take part in.

Routine outcome measures

What is routine outcome monitoring or measurement, what are the benefits and which measures should you use?

Research communities

Children and young people practice research network (CYP PRN)

Bringing together practitioners, researchers and trainers to develop the evidence base and improve the effectiveness of school and community based counselling services for children and young people.

BACP Postgraduate Research Forum

A space for counselling and psychotherapy research students