Using the mentoring relationship to facilitate rigor in qualitative research

Abstract

This paper details a series of issues which arise in the teaching and learning of qualitative research at the dissertation level. Three issues central to clinical work—resistance, transference and countertransference, and attention to content versus process—are applied, with some changes in purpose and focus, to pivotal aspects of the mentoring relationship. Each issue addresses aspects of the researcher's use of self which is crucial to the rigor of a qualitative study. Examples of teaching issues and dilemmas are provided for each issue.