Title:

Empathetic validity in practitioner research

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Introduction This project is exploratory, designed to study the extent to which the concept of empathetic validity that I have formulated (Dadds, 2004) holds water. In the paper, I will examine the concept within the context of practitioner research. By empathetic validity, I mean the potential of the research in its processes and outcomes to transform the emotional dispositions of people towards each other, such that greater empathy and regard are created. Related to the growth of empathy is the enhancement of interpersonal understanding and compassion. Research that is high in empathetic validity contributes to positive human relationships. I will distinguish between internal empathetic validity (that which changes the practitioner researcher) and external empathetic validity (that which influences audiences with whom the practitioner research is shared). Relevance The concept is crucial for understanding that practitioner research can make a welcome difference to the way people feel and act towards one another. In an age of increasing national and global violence, as well as stress and tension in the workplace, practitioner research can contribute to developing kindness, respect and compassion. As such it can, in its small way, counteract human negativity on a localised or wider scale. I will also claim that certain methodological approaches such as narrative, anecdote, drama and video recording (as developed by Jack Whitehead (2005)), are more likely to touch and transform emotions and, therefore, enhance empathetic validity than more detached approaches such as quantitative methods, clinical interview or questionnaire. Literature The concept will be framed within the literature that explores validity criteria in practitioner research. It will also be set against the recent framework developed by Furlong and Onacea (2004). This literature, whilst seeking to be comprehensive in offering a framework for applied, practice-based and practitioner research, does not account for the growth of affect that research is capable of generating. As such, there is little within the literature that enables us to understand the potentially high level of human relevance that practitioner research offers. There is, thus, little that enables us to be explicit about this aspect of its validity within the research community. Methodology I will draw upon three kinds of data that have steered my gaze towards this phenomenon. First, I will examine a range of emotional transformations I have experienced as a practitioner researcher myself in several projects. Second, I will draw upon data from colleagues who have reported emotional transformation as a result of their practitioner research. This data set will also include evidence from the work that Jack Whitehead has developed at Bath University using video recording in practitioner research. Third, I will draw from published literature. I will interrogate these sources of evidence of growth of empathy. I will also seek negative instances, though my own experience over twenty five years suggests these are few and far between. I will, therefore, ask critical questions about the potential influence of my own biases and subjectivity within the data gathering and analysis. Conclusions Analysis will show different ways in which practitioner researchers’ emotions are transformed through their research and the effect of this on human interaction. In addition, the analysis will show that the beneficiaries of practitioner research can also be affected positively by the researcher’s transformations and that audiences, too, can be influenced through specific methods. The paper will conclude that there is enough evidence for the validity of the concept of ‘empathetic validity’ for it to warrant serious consideration and further exploration, not only by practitioner researchers but by the broader research community. References Dadds, M., 2004, Perspectives on practitioner research, National College for School Leadership, Cranfield Oancea, A. and Furlong, J., 2004, Developing quality criteria for the assessment of applied and practice-based research, paper presented to the British Education Research Association annual conference Whitehead, J., 2005, Living inclusional values in educational standards of practice and judgement, Keynote at ‘Act, Reflect, Revise 3 conference’, Ontario, November SIG This paper will fit within the Practitioner Research SIG.