COURSE NUMBER: PP 7203
COURSE NAME: Research Methods
TERM: Fall 2007
INSTRUCTOR:
Leah Horvath, Ph.D.PHONE:
312-777-7681EMAIL:
FAX:
312-777-7748ALT PHONE:
REQUIRED TEXTS:
Title / Research design in clinical psychologyAuthor(s) / Kazdin
Copyright / 2003
Publisher / Allyn & Bacon
ISBN / 0205332927
Edition / 4th
Title / Dissertations and theses from start to finish.
Author(s) / Cone and Foster
Copyright / 1993
Publisher / APA
ISBN / 1557981949
Edition
Title / Publication Manual of the American Psychological Association
Author(s) / APA
Copyright / 2001
Publisher / APA
ISBN / 1557987912
Edition / 5th
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This Course Requires the Purchase of a Course Packet: YES NO
Argosy University
Illinois School of Professional Psychology
COURSE SYLLABUS
PP7203
Research Methods
Faculty Information
Faculty Name: Leah Horvath, Ph.D.
Campus: Chicago
Contact Information:
Phone: 312-777-7681
E-Mail:
Office Hours: By Appt.
Short Faculty Bio: Dr. Horvath is the Associate Chair of the Clinical Psychology Program at the Illinois School of Professional Psychology. She received her MS and PhD in Clinical Psychology from The University of Kentucky, with a focus on cognitive-behavioral treatments and clinical administration. She has specialized clinical training in Dialectical Behavior Therapy (DBT) – including completing her pre-doctoral fellowship in the DBT program at the Yale-New Haven Psychiatric Hospital. Dr. Horvath completed a postdoctoral fellowship in the University Counseling Service at New York University, where she specialized in the treatment of individuals with eating disorders. Her clinical areas of interest involve working in college mental health, working with adults with eating disorders or histories of trauma, and working from a DBT or mindfulness-based treatment approach. Her research interests include issues in romantic relationships, personality theory, and therapy outcome research.
Course description: this course is a survey of the major methods utilized in empirical clinical practice and program evaluation. Students lean experimental, quasi-experimental, and systematic single-subject designs, as well as principles and strategies of program evaluation and quality assurance in the delivery of mental health services in a variety of clinical settings. Initial formulations of clinical research proposals are encouraged.
Course Pre-requisites: None
Required Textbooks:
Kazdin, A. (2003).Research design in clinical psychology.(4th ed).Needham Heights, MA: Allyn & Bacon. ISBN: 020533927
Cone, J.D. & Foster, S.L. (1993).Dissertations and theses from start to finish. Washington,
D.C.: American Psychological Association. ISBN: 1557981949
APA Publication Manual, ISBN: 1557987912
Course length: 15 Weeks
Contact Hours: 45 Hours
Credit Value: 3.0
Program Outcomes: The Doctoral program in Clinical Psychology at Argosy University Chicago Campus is an APA accredited program (APA, 750 First St. NE, Washington, DC 20002, 202-336-5500). This program is designed to educate and train students so that they may eventually be able to function effectively as clinical psychologists. To ensure that students are prepared adequately, the curriculum provides for the meaningful integration of theory, training and practice. The Clinical Psychology program at Argosy University Chicago Campus emphasizes the development of attitudes, knowledge, and skills essential in the formation of professional psychologists who are committed to the ethical provision of quality services. Specific objectives of the program include the following:
· Goal 1: Prepare professional psychologists to accurately, effectively, and ethically select, administer, score, interpret, and communicate findings of appropriate assessment methods informed by accepted psychometric standards and sensitive to the diverse characteristics and needs of clients.
o Objective 1a: Accurately and ethically administer and score various psychodiagnostic instruments.
o Objective 1b: Accurately interpret and synthesize assessment data in the context of diversity factors, referral questions, and specific objectives of the assessment, and organize and communicate results in writing and orally.
o Objective 1c: Examine psychometric properties of psychological assessment instruments, and use that knowledge to evaluate, select, administer, and interpret psychological tests and measures appropriate for the client, the referral question, and the objectives of the assessment.
· Goal 2: Prepare professional psychologists to select, implement, and evaluate psychological interventions consistent with current ethical, evidence-based, and professional standards, within a theoretical framework, and with sensitivity to the interpersonal processes of the therapeutic relationship and the diverse characteristics and needs of clients.
o Objective 2a: Synthesize the foundations of clinical psychology, including psychopathology, human development, diagnosis, diversity, ethics, and various therapeutic models in clinical applications.
o Objective 2b: Select, plan, and implement ethical and evidence-based interventions with sensitivity to the diverse characteristics and needs of clients.
o Objective 2c: Demonstrate knowledge, skills, and attitudes to effectively implement and participate in psychological consultation and supervision.
Objective 2d: Demonstrate personal development and self-reflective capacity, including growth of interpersonal skills, and therapeutic relationships.
· Goal 3: Prepare professional psychologists to analyze the complexity and multidimensionality of human diversity, and demonstrate the knowledge, skills, and attitudes necessary to understand diverse worldviews and the potential meaning of social, cultural, and individual differences for professional psychological services.
· Goal 4: Prepare professional psychologists to examine the historical context and the current body of knowledge of biological, cognitive, affective, developmental, and social bases of human functioning.
· Goal 5: Prepare professional psychologists to critically evaluate the current and evolving body of scholarly literature in psychology to inform professional practice.
Course Objectives:
1)Students will generate a viable research design that could be used as a basis for the CRP
2)Students will critically evaluate published research results
3)Students will identify fundamental problems involved in research methods and develop
ethical ways of confronting these problems
4)Students will consider the influence culture, ethnicity, class, and gender may have in
influencing the research process and interpret research findings in the context of such
factors
5)Students will select and use appropriate outcome and process measures in clinical practice
6)Students will appropriately apply a variety of research methods used in clinical research
Assignment Table
Topics / Readings / Assignments1
9/4/07 / Introduction to research methods
Evaluating research studies / Kazdin, Chapter 1
Cone & Foster, Chapters 1, 2
Mahrer, B.A. (1978).A reader's, writer's and reviewer's guide to assessing research reports in clinical psychology.Journal of Consulting and Clinical Psychology, 46, 835838.
2
9/11/07 / Developing a Research Question / Kazdin, Chapter 5
Cone & Foster, Chapter 4 / Popular Press Critique
Article Critique:
Inzlicht, M., McKay, L., & Aronson, J. (2006). Stigma as ego depletion: How being the target of prejudice affects self-control. Psychological Science, 17 (3), 262-269.
3
9/18/07 / Validity I / Kazdin, Chapters 2, 3 / Popular Press Critique
Article Critique:
David, H. P., Dytrych, Z, & Matejcek, Z. (2003). Born unwanted: Observations from the Prague Study. American Psychologist, 58 (3), 224-229.
4
9/25/07 / ValidityII / Kazdin, Chapters 3, 4 / PAPER #1 DUE
Popular Press Critique
Article Critique:
Sentell, T., Pingitore, D., Scheffler, R., Schwalm, D., & Haley, M. (2001). Gender differences in practice patterns among psychologists in professional practice. Professional Psychology: Research and Practice, 32 (6), 607-617.
5
10/2/07 / Academic Writing & Thinking Theoretically / Kazdin, Chapter 18
Cone & Foster: 5 & 6 / Popular Press Critique
Article Critique:
Cragar, D. E., & Horvath, L. S. (2003). The application of social skills training in the treatment of a child with Asperger’s Disorder. Clinical Case Studies, 2 (1), 34-49.
6
10/9/07 / Experimental Designs / Kazdin, Chapters 6, 7
Cone & Foster, Chapter 7 (pp. 127-142) / PAPER #2 DUE
Popular Press Critique
Article Critique:
Sloan, D. M., Strauss, M. E., & Wisner, K. L. (2001). Diminished response to pleasant stimuli by depressed women. Journal of Abnormal Psychology, 110(3), 488-493.
7
10/16/07 / Correlational Research& Outcome Research / Kazdin, Chapters 9 & 14
Whiston, S. & Sexton, T. (1993). An overview of psychotherapy outcome research: Implications for practice. Professional Psychology: Research and Practice, 24, 43-51. / Popular Press Critique
Article Critique:
Myers, D., & Hayes, J. A. (2006). Effects of therapist general self-disclosure and countertransference disclosure on ratings of the therapist in session. Psychotherapy: Theory, Research, Practice, Training, 43(2), 173-185.
8
10/23/07 / MIDTERM EXAM
9
10/30/07 / Selecting Measures / Kazdin, Chapter 13
Cone & Foster, Chapter 8 / Popular Press Critique
Article Critique:
Benham, G., Woody, E. Z., Wilson, K. S., & Nash, M. R. (2006). Expect the unexpected: Ability, attitude, and responsiveness to hypnosis. Journal of Personality and Social Psychology, 91(2), 342-350.
10
11/6/07 / Sampling Methods
Providing Peer Feedback / Hsu, L.M. (1989). Random sampling, randomization, and equivalence of contrasted groups in psychotherapy outcome research. Journal of Consulting and Clinical Psychology, 57, 131-137. / Popular Press Critique
Article Critique:
Whisman, M. A., & Uebelacker, L. A. (2006). Impairment and distress associated with relationship discord in a national sample of married or cohabitating adults. Journal of Family Psychology, 20(3), 369-377.
11
11/13/07 / Qualitative
Research
Single-Case Design / Kazdin, Chapters 10, 11, 12 / PAPER #3 DUE
Popular Press Critique
12
11/20/07 / IRB Process
Ethics
http://www.nist.gov/director/IRB/ / Kazdin, Chapter 17
Cone & Foster: 7 (pp. 142-158)
Rosenthal, R. (1994). Science and ethics in conducting, analyzing, and reporting psychological research. Psychological Science, 5 (3), 127-134.
Mann, T. (1994). Informed consent for psychological research: Do subjects comprehend consent forms and understand their legal rights? Psychological Science, 5 (3), 140-143.
Gurman, E. B. (1994). Debriefing for all concerned: Ethical treatment of human subjects. Psychological Science, 5 (3), 139.
Kraut, R., Olson, J., Banaji, M., Bruckman, A., Cohen, J., & Couper, M. (2004). Psychological research online: Report of Board of Scientific Affairs Advisory Group on the conduct of research on the internet. American Psychologist, 59 (2), 105-117. / Popular Press Critique
Article Critique:
Hudson, J. L., & Rapee, R. M. (2002). Parent-child interactions in clinically anxious children and their siblings. Journal of Clinical Child and Adolescent Psychology, 31(4), 548-555.
13
11/27/07 / Review & Catch Up / PEER REVIEW DUE STUDENT PRESENTATIONS
14
12/4/07 / STUDENT PRESENTATIONS
15
12/11/07 / IN-CLASS FINAL EXAM / FINAL RESEARCH PROPOSALS DUE
Grading Information
Popular Press Critique / 5%Article Critiques / 20%
Midterm Exam / 15%
Final Exam / 15%
Peer Critique and Response / 5%
Proposal Presentation / 5%
Research Proposal / 35%
100%
Grading Scale Grading Criteria
A / 100 – 93A- / 92 – 90
B+ / 89 – 88
B / 87 – 83
B- / 82 – 80
C+ / 79 – 78
C / 77 - 73
C- / 72 – 70
D+ / 69 – 68
D / 67 – 63
D- / 62 – 60
F / 59 and below
Description of Course Requirements:
Attendance:
Students are expected to attend and actively participate in all classes. Students with more than 2 unexcused absences will automatically fail the course.
Article Critiques:
Each student will complete a written summary evaluating the strengths and weaknesses of assigned research studies due as noted in the syllabus. Students must read and come prepared to discuss the articles each time they are assigned, but students are only required to complete written critiques on 4 articles.Each week a small group of students will be expected to lead a discussion of the critique in class.
Popular Press Research Critique:
Each week one or two students will present a brief, oral presentation critiquing a piece of written research from the popular press (e.g. newspaper, magazine, internet). Students will sign up for this on the first day of the class.
Research Papers:
Students are required to complete a final research proposal. We will approach the final paper in steps that will help you plan an interesting and feasible project. Papers are due as listed below:
1) Paper #1
Describe the main problems or questions to be investigated in your project. Delineate the nature and significance of the problem. Explain how you arrived at these problems and indicate why you think it is important and interesting. Specify the independent and dependent variables of your study.
2) Paper #2
a) Restate the main questions as specific hypothesis to be listed.
b) Provide a brief critical review of the relevant literature to support the need for the study. List at least 5 references.
c) Describe the participants in your study and how you will obtain them.
d) List the measures you will use.
3) Paper #3 Draft of Proposal for Peer Critique
Research proposals should be written according to the Publication Manual of the American Psychological Association. Refer to the guidelines outlined in the syllabus for further instructions on how to prepare the proposal. Students grades will include point deductions for failure to adhere to APA style.
4) Final Research Proposal
Final Research Proposals must be submitted with a cover letter that includes how the author addressed each individual critique of the student reviewer. If a student chooses not to address a particular critique, a statement for why this is not addressed must be included.
Peer Review:
Students will be required to critique one research proposal written by another student.While students may make comments and corrections on the proposal itself, students are also to complete a formal critique using the outline distributed in class. Students will turn in 2 copies of the critique (along with 2 photocopies of the edited final paper, if appropriate): 1 copy will be given to the instructor, 1 copy will be given to the student whose final paper was critiqued. The peer review will be graded for the quality and thoughtfulness of the critique.
Exams:
There will be two in-class exams, a midterm and a final.Each will be multiple choice exams that will cover material from the Kazdin book.
Guidelines for preparation of research proposal:
Proposals must be written in APA style, include a bibliography, and not exceed 20 doublespaced, typed pages (this page limit does not include references, appendixes, consent forms or title page).
The proposal must specify an empirical study, involving the collection of data. However, the study can involve any form of research methodology and could be a descriptive study, quasiexperiential design, quantitative single case study, qualitative design, etc..