PHLS 8334 RESEARCH IN COUNSELING PSYCHOLOGY

Spring 2017

Section - 23900 Wednesdays 1:00-4:00 Farish Hall 307

Instructor: Consuelo Arbona, Ph.D. Office FH 410 Tel. – 713-743-9814 e-mail –

Office hours: By appointment

When possible, and in accordance with 504/ADA guidelines, we will attempt to provide reasonable academic accommodations to students who request and require them. Please call ext. 35400 for more assistance.

Description of the Course

Overview of research findings in counseling psychology including content areas of interest, summary of strategies utilized, and identification of persisting dilemmas and issues.

Students in Counseling Psychology take PHLS 8334 during thesecond semester of the first year of doctoral work. This course has been approved by the State Board of Education and meets the following standards: American Psychological Association (APA) Standards for the Accreditation of Programs in Professional Psychology, Domain B: 1 (a) and 3(a).

Link to Counseling Psychology Program Goals, Objectives, and Competencies

The content of the course is most closely aligned with Goal 2. Course content provides formative experiences for Goal 2 Objectives A, B and C and the benchmark for Objective B Competency 1a.

Goal 2: Produce graduates who are knowledgeable of the foundational base of psychological science and are able to contribute to the empirical body of knowledge in the field of counseling psychology.

Objective A: Demonstrate substantial understanding of seminal research findings and methods in psychological science broadly, and counseling psychology specifically.

Objective B: Demonstrate ability to review/critique scholarly literature in terms of content, design, analyses, interpretation of results, and multicultural relevance or bias.

Competency B .1a (Goal 2): critically review psychotherapy outcome studies including adequacy of research and statistical methods and practice implications of findings with diverse populations. Benchmark: 70% grade in Exam 2 - Class objective 7b

Objective C: Produce scientific findings and disseminate scholarly products in oral and written form that meet APA publication standards (Formal evaluation of competency: candidacy/ dissertation defense)

Class Objectives

Students will:

  1. Demonstrate knowledge of research design and statistical analysis issues related to (a) correlational studies in psychology and (b) experimental studies designed to evaluate psychotherapy outcome.
  1. Formulate a research question or hypotheses to be examined (or that has been examined from existing data or from aprevious class-based research project - e.g. Master thesis that has not been published), based on the review of the empirical literature in an area of interest in psychology.
  1. Provide a logical framework in support of research questions/hypothesis that is based on a synthesis and critical review of theoretical and empirical literature.
  1. Produce a preliminary research proposal designed to examine specific research questions or hypotheses in an area of interest that:(a) articulates a logical framework in support of research questions/hypothesis, (b) includes a complete Methods section, and (b) meets APA publication (style and formatting) standardsorproduce a draft of a paper to be submitted for publication that includes an Introduction, Methods, Results and Discussion in APA style (developed fromexisting data or from aprevious class based research project - e.g. Master thesis that has not been published).
  1. Present to the class research proposal’s aims and procedures (or completed research project) making effective use of audiovisual resources (e.g., clarity, speaking to audience vs. reading power point slides, content/format of slides).
  1. Acquire knowledge of:(a) criteria used by APA Division 12 and other professional groups to identify empirically supported treatments (EST)/evidence based treatments (EBT) (b) issues related to the generalizability of knowledge from randomized controlled studies (RCT) of therapy efficacy and (c) APA’s stance regarding evidence based treatments, vs. evidence-based practice.
  1. Demonstrate knowledgeof (a) an empirically validated psychological treatment for a specific disorder/population, (b) results reported in a meta-analytic study of efficacy of a specific psychological treatment, and (c) ability to critically review psychotherapy outcome studies (RCTs) in terms of internal and external validity (must meet competency at 70% proficiency).

Class Materials

Heppner, P. P., et al. (2015). Research design in counseling. Belmont, CA: Thomson.

Electronic packet of readings available at the Instructor’s Web Site:

In order to access the course materials in this web site you will need to have your CITE username and password. Link to web site also may be found at Faculty Home Page

 Research articles in your area of interest: (a) Meta-analysis of a specific treatment’s efficacy studies for class presentation, and (b) One study that reports results from a randomized clinical trial (RCT) for class discussion.

Instructions for assignments, papers and presentations are included in the instructor’s website.

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Class Requirements, Assessments and Evaluations

Activities / Link to Class Objectives / Class Grade Percentage / Link to Competencies
Class Presentation EBT and Meta-analyses results / 1, 6,7 / 15% / Formative: Objectives B and C
Class Presentation Research Proposal / 1,2,3,5 / 15% / Formative: Objectives A, B, and C
Paper: Research Proposal / 1,2,3,4 / 25% / Formative: Objectives A, B, and C
Exam: Experimental Designs: Therapy Outcome Research / 1, 6, 7 / 20% / Benchmark - for Goal 2 Competency B.1a --70% grade in exam
Class attendance to all class presentations*, active involvement in class discussions as lead and as participant. / 1,2,3,5 / 25% / Formative: Objectives A, B, and C

*In order to get credit for a missed presentation you must prepare a two-to three page paper on each of the topics

Class Tasks and Products\

Assignments based on textbook and other readings……….. Weekly

In-class exam...... April 12

Class discussions: Conceptualization Own Research……… Ongoing

Annotated bibliography/summary researcharticles ……….. Ongoing

Class Presentations: Empirically Based Treatments ………. March 22, 29 and April 5

Class Presentations: Research proposal……………………… April 19 and 26

Paper: Research Proposal…………………..………………. May 3rd (hard copy, on my box)

Policy on Incompletes

The grade of “I” (incomplete) is a conditional and temporary grade an instructor may award when a student is passing a course, but for non-academic reasons, beyond the student's control, the student has not completed a relatively small part of all course requirements by the end of the academic term or summer session. In such cases, before the end of the term, the student must complete anIncomplete Grade Form; the form must be signed by both the student and the class instructor. According to University policy, Incompletes that are not removed within one calendar year of being posted, automatically turn into and F.(see Grading Policies in UH Graduate Catalog at

Readings in Electronic Packet

An Introductory Guide to Research Ethics (2011) Department of Communicative Disorders University of Wisconsin-Madison found at:

Analysis of Variance (ANOVA): General Concepts PDF from

Ang, R.P., & Huan, V.S. (2006).Relationship between academic stress and suicidal ideation: Testing for depression as a mediator using multiple regression. Child Psychiatry and Human Development, 37, 133-143.

Arbona C. Annotated Bibliography Handout

Arbona, C. Guide Research Proposal and Presentation Paper

Arbona, C. Guide EBTs Class Presentations

Arbona, C. Linear Regression Handout

Bem, D. J. (2004). Writing the empirical article (Chapter 10).Darley, J. M., Zanna, M. P., & Roediger III, H. L. (Eds) (2003). The Compleat Academic: A Practical Guide for the Beginning Social Scientist, 2nd Edition. Washington, DC: American Psychological Association.

Duncan, B.L., & Reese, R. J. (2012). Empirically supported treatments, evidence based treatments, and evidence based practice. In G. Stricker and T. Widiger (Vol. Eds.) and I. Weiner (Ed.), Handbook of Psychology, 2nd Ed., Vol. 8: Clinical Psychology (pp. 977-1023). Hoboken. NJ: John Wiley & Sons.

Frazier, F. A., Barron, K. E., Tix, A. P. (2004). Testing moderator and mediator effects in counseling psychology research. Journal of Counseling Psychology, 51, 115-134.

Heppner P.P. & Heppner, M. (2004). Writing and publishing your thesis, dissertation, and research: A guide for students in the helping professions. Belmont, CA: Wadsworth Publishing. Chapter 4: Searching and Reviewing the Relevant Literature. Chapter 6: Writing your Literature Review.

Heppner et al. (2015). Chapter 5 Identifying research interests

Heppner et al. (2015). Chapter 20 Counseling Outcome Research

Heppner et al. (2015). Chapter 7 Validity Issues

Heppner et al. (2015). Chapter 13 Quantitative Descriptive Designs

Israel, H. & Richter, R.R. (2011). A guide to understanding Meta-analysis.Journal of Orthopedic and Sports Physical Therapy, 4, 496–504.

Najavits, L.M., Weiss, R. D. Shaw, S. R., Dierberger, A. E. (2000). Psychotherapists' views of treatment manuals.Professional Psychology: Research and Practice, 51, 404-408.

Leichsenring, F., Rabunbg, S., & Leibing, E. (2004).The efficacy of short-term psychodynamic psychotherapy in specific psychiatric disorders: a meta-analysis. Archives of General Psychiatry, 61, 1208-16.

See comment in PubMed Commons belowLeichsenring, F., Salzer, S., Jaeger, U., Kächele, H., Kreische, R., Leweke, F., Rüger, U., Winkelbach C., Leibing, E.. (2009). Short-term psychodynamic psychotherapy and cognitive-behavioral therapy in generalized anxiety disorder: a randomized, controlled trial. American Journal of Psychiatry, 166, 875–88.

Luebbe, A. M., Radcliffe, A. M., Callands, T. A., Green, D., & Thorn, B. E. (2007). Evidence-based practice in psychology: Perceptions of graduate students in scientist–practitioner programs. Journal of Clinical Psychology, 63, 643-655.

Piña-Watson, B., Jimenez, N., & Ojeda, L. (2014). Self-construal, career decision, self-efficacy, and perceived barriers predict Mexican American women’s lie satisfaction. The Career Development Quarterly, 210-223.

Rosenzweig, S. (1936), Some implicit common factors in diverse methods of psychotherapy.American Journal of Orthopsychiatry, (6), 412-415.

Wampold, B. & Imel, Z. (2015) . The Great Psychotherapy Debate. New York/London: Routeledge. Chapter 3 pp. 68-74: Effect Sizes in Meta-analysis and pp.74-81 (medical and contextual models).

Wampold (2015) How Important are the common factors in psychotherapy? World Psychiatric, 14, 270-277.

Wampold, B., & Imel, Z. (2015, March). What do we know about psychotherapy?—and what is there left to debate? [Web Article]. Retrieved from

Wei, M., Wang, K. T., Heppner P.P. (2012). Ethnic and mainstream social connectedness, perceived racial discrimination, and posttraumatic stress symptoms. Journal of Counseling Psychology, 59, 486-493.

Recommended Resources:

**Pyrczak, F. & Bruce, R. Writing empirical research reports Los Angeles, CA: Pyrczak Publishing ISBN: 9781884585975 Publication Date: 02/28/2011 - useful for research proposal assignment – this edition can be found in used books sites.

APA Publication Manual

PHLS 8334 –Class Schedule- Spring 2017
January 18
Class 1 / Introduction to the Course
  • Syllabus
  • Annotated Bibliography Handout

January 25
Class 2 / Heppner et al. (2015) Chap. 5 Identifying Interests and Operationalizing Research Topics: Forget that Perfect Study
  • Heppner P.P. & Heppner, M. (2004). Chapter 6: Writing your Literature Review or
  • Bem, D. (2004), Chapter 10: Writing the Empirical Journal Article
  • Rosenzweig (1936) Common Factors Psychotherapy
  • Annotated Bibliography Handout

February 1
Class 3 / Experimental Studies: Psychotherapy Research
  • Heppner et al (2015) Chp. 20 Counseling Outcome Research
  • Article: Leichsenring (2009)
  • ANOVA Handout
Research Proposal Articles Report: Students #1-#3-#5
February 8
Class 4 / Experimental Studies: Psychotherapy Research
  • Heppner et al. (2015) Chp. 7 Validity Issues: The Heart of it All
  • Article: Leichsenring et al., (2009)
Research Proposal Articles Report: Students #2-#4-#6
February 15
Class 5 / Experimental Studies: Psychotherapy Research
  • Israel & Richter (2011) Understanding Meta-analysis
  • Wampold & Imel (2015) Chapter 3 Page 68-74 (Effect Sizes in Meta-analyses)
  • Leichsenring, Rabung, & Leibing (2004)
  • Duncan & Reese Chap. 21
  • WampoldImel (2015) Chapter 3 pp.74-81 (medical and contextual models)
  • Guide Empirically Based Treatment Presentation
  • Research Proposal Articles Report: Students #1-#3-# 5

February 22
Class 6 / Quantitative Descriptive Designs
  • Heppner et al. (2015). Chp. 13 Quant. Descr. Dsgns: pp. 286- 299 up to Testing for Moderation and Mediation
  • Article: Piña Watson et al., (2013)
Guide Proposal/Article Presentation and Paper
 Research Proposal Articles Report; Students #2-#4-#6
March 1
Class 7 / Quantitative Descriptive Designs
  • Heppner et al. (2015). Chp. 13 Quantitative Descriptive Designs: pp. 300-302 up to Mediation
  • Frazier et al pp 115-125 (up to mediator effects)
  • Arbona, Linear Regression Handout
  • Article: Wei et al., (2012).
Annotated Bibliography #1 - 3 articles
March 8
Class 8 / Quantitative Descriptive Designs
  • Heppner et al. (2015). Chap 13 Quantitative Descriptive Designs: pp. 302- end.
  • Frazier et al. pp 125- end.
  • Article: Ang & Huan (2006)--Arbona, Linear Regression Handout
Annotated Bibliography #2- 3 articles
Send Therapy Outcome Study to instructor and classmates
March 15 / Spring Break
March 22
Class 9 / Class PresentationEmpirically Based Treatment
Students:
RCT Paper:
Reading: An Introductory Guide to Research Ethics (2011) Department of Communicative Disorders University of Wisconsin-Madison found at: and other resources in Class Discussion document
Annotated Bibliography #3- 3 articles
March 29
Class 10 / Class Presentation Empirically Based Treatment and Research Ethics:
Annotated Bibliography #4- 3 articles
April 5
Class 11 / Class Presentation Empirically Based Treatment
Students:
RCT Paper:
Methods Section: Information to Report about IVs-Dvs
Readings
  • Luebbe, et al., (2007). Perceptions of graduate students in scientist–practitioner….
  • WampoldImel (2015) Chapter 3 Page 74-81 (review of medical and contextual models)
  • Wampold (2015) How Important are the common factors in psychotherapy?
  • Wampold, B., & Imel, Z. (2015, March). What do we know about psychotherapy?

April 12
Class 12 / Exam
April 19
Class 13 / Presentations -- Research Proposals
a. b. c.
April 26
Class 14 / Presentations -- Research Proposals
a. b. c.
Wednesday May 3ndby noon. / Final Paper Research Proposal
Submitted in paper copy

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