DEPARTMENT OF COUNSELOR EDUCATION AND COUNSELING PSYCHOLOGY
COURSE OUTLINE
Course Number and Title:
CECP 7250, Doctoral Research Seminar in Counseling Psychology
Mondays 12:00 - 3:00 p.m., Spring 2008
Hours of Credit:
3 semester hours
Name of Instructor:
Mary Z. Anderson, Ph.D.
3110 Sangren Hall
387-5113
AndersonM@wmich.edu
Office Hours:
By appointment (phone 387-5100):a
Tuesdays
10:00 a.m. - Noon
Wednesdays
1:00 p.m. - 3:00 p.m.
Walk/phone in:
Mondays
Tuesdays
Thursdays
3:00 p.m. - 4:00 p.m.
9:30 a.m. - 10:00 a.m.
8:30 a.m. - 9:00 a.m.
Required Texts and Materials:
Grimm, L. G., & Yarnold, P. R. (1995). (Eds.) Reading and understanding multivariate statistics. Washington, DC:
American Psychological Association.
Heppner, P. P., Wampold, B., & Kivlighan, D. M, (2008). Research design in counseling (3rd Ed.). Belmont, CA:
Thomson Brooks/Cole.
Selected Readings b
Course Description: This course is a doctoral level research seminar for counseling psychology students. It is intended to
promote development of skills in critiquing, summarizing and designing research. Emphasis is placed on developing
conceptual understanding of major quantitative and qualitative methods in order to critique and design research. Students
will build a foundation of knowledge in one of several core areas of counseling psychology by immersing themselves in a
selected body of literature and developing a summary of the state of that literature. Students will use their understanding of
this literature to develop a specific research question and design a study to address their question.
Objectives:
1) To familiarize students with major quantitative and qualitative research methods.
2) To familiarize students with core issues in counseling psychology research.
3) To familiarize students with major findings in selected areas of counseling psychology research: multicultural
counseling and psychology; counseling process and outcome; counselor training and supervision; and prevention,
outreach and advocacy.
4) To enable students to critique published research.
5) To enable students to independently design research.
___________________________________________________________________________________
a
If you are unable to meet during regular office hours, email instructor to set up an alternative time. b Selected
Readings are listed immediately prior to the Tentative Schedule of Class Topics.
Modes of Instruction: The primary modes of instruction in this course will be small and large group discussion.
Significant class time will be devoted to applying concepts introduced in readings, thus preparation for class, attendance
and active participation are critical. Students are expected to share their understanding as well as their questions concerning
readings in class. Students will also be assigned to co-lead discussion/critique of one or more research articles over the
course of the semester. During the last 4 weeks of the semester, students will conduct a poster presentation summarizing
their research proposal, provide feedback on research proposals to others, and engage in individualized method focused
reading and discussion. Students should bring texts and readings to class each week for reference in group discussions.
Academic Honesty:
Students are responsible for making themselves aware of and understanding the policies and procedures in the Graduate
Catalog that pertain to Academic Honesty. These policies include cheating, fabrication, falsification and forgery, multiple
submission, plagiarism, complicity and computer misuse. If there is reason to believe a student has been involved in
academic dishonesty, the student will be referred to the Office of Student Conduct. Referred students will be given the
opportunity to review the charge(s). If the student believes s/he is not responsible, s/he will have the opportunity for a
hearing. Students should consult with me if they are uncertain about an issue of academic honesty prior to the submission
of an assignment or test.
Academic Accommodations for Persons with Disabilities:
All students requesting accommodations are encouraged to contact the professor to schedule an appointment within the first
two weeks of the semester. Students with disabilities are required to present documentation of disability with a letter
indicating required accommodations from Disabled Student Resources & Services to the professor at the time of the
scheduled appointment. Disabled Student Resources and Services can be contacted through Ms. Beth DenHartigh at 3872116 or beth.denhartigh@wmich.edu. I look forward to working with all students with disabilities to make this class an
enjoyable learning experience
Course Requirements: This course is a credit/no credit course. University policy indicates that credit shall be awarded for
‘C’ or better work. With the exception of class participation, all assignments will be graded according to the following
criteria:
Inadequate Demonstration of Skill (less than ‘C’): Does not include all required aspects of assignment or is too brief to
allow adequate evaluation. Demonstrates gross inaccuracies in understanding or applying core course concepts.
Demonstrates Basic Understanding or Skill (‘C’): Includes all required aspects of assignment. Provides sufficient detail that
I can assess student understanding/reasoning. May omit some important ideas. May demonstrate inaccuracies in
understanding or applying course concepts.
Moving Beyond Basic Understanding and Skill (‘B’): Includes all required aspects of assignment. Provides sufficient detail
that I can assess student understanding/reasoning. Includes discussion of most important ideas. May demonstrate some
inaccuracies in understanding or applying course concepts, but most concepts are well used.
Advanced Understanding and Skill (‘A’): Includes all required aspects of assignment. Provides sufficient detail that I can
assess student understanding/reasoning. Includes discussion of all important ideas. Demonstrates no more than minor
inaccuracies in understanding or applying course concepts.
1) Active Class Participation (15% of course grade; Weekly). Students are expected to complete reading
assignments prior to class, attend each class session, and participate fully in class activities. Large group
discussions will focus on clarifying and extending understanding of concepts from assigned readings. Students are
expected to share their understanding as well as their questions concerning readings. Students will also participate
in small group discussions of research articles and research designs. Students should strive to demonstrate a
balance of verbal input and involved listening during both large and small group discussions. Students will be
assigned credit or no credit for participation at the end of each class period. Credit will be awarded for making a
substantive contribution to class discussions.
2) Research Critiques (30% of course grade; Due 2/11/08, 2/25/08 and 3/17/08). Students will develop three written
research critiques. Students may choose to critique any research example article previously assigned. If arranged
with the instructor 2 weeks in advance, the final critique may be an unassigned article of the student’s choosing.
Students are to act as if they were editorial consultants and submit their summary and evaluation of each article
using the research critique outline that follows.
3) Development of Research Question (10% of course grade; Due 1/28/08 and 3/10/08. Students will submit an initial
research question early in the semester and a revised research question prior to completion of the research proposal
draft/poster. Research questions must be drawn from one of the following 4 core areas in counseling psychology:
multicultural counseling and psychology; counseling process and outcome; counselor training and supervision; or
prevention, outreach and advocacy. As part of both research question assignments, students must demonstrate how
the research question is grounded in and justified by existing literature; both theoretical and empirical literature
should be considered.
a. For submission of the initial research question, students should situate their question in existing literature
by identifying and describing/summarizing 2-3 content areas within the broad topic area that provide
contextual support for the research question, and 2-3 specific journal articles that support the specific
question proposed. Students are free to present this information in a format that is most meaningful for
their own learning. Students must cite a minimum of 5 sources for this assignment.
b. For submission of the revised research question, students should provide a summary of their understanding
of existing literature in the broad topic area including core findings, typically used methodologies, and
current gaps in knowledge. Statement of the revised research question should follow logically from this
summary. Students are free to present this information in a format that is most meaningful for their own
learning. In the interest of keeping workload manageable students may limit review of existing literature to
the past 5 years.
4) Poster and Draft Research Proposal (15% of course grade; Sign Up for 3/24/08 or 3/31/08). The focus of the
research proposal assignment is on developing skills in research design. Thus the major components of the
proposal are the rationale for the proposed research question and the method. Present a brief introduction to the
proposed study building on the revised research question assignment described above. Then provide a detailed
explanation of the proposed methods and analyses, and summarize anticipated results. Description of research
methods should include discussion and rationale for participant recruitment and selection, measures, treatments or
procedures, and proposed analyses. Discussion of anticipated results should include anticipated implications for
counseling practice, teaching and/or research as applicable, as well as limitations. Consult Heppner et al. (2008),
Chapter 22 for content recommendations; follow APA writing style. The initial version of the research proposal
will be presented during class in poster format in order to facilitate discussion and feedback concerning the
research design. Written feedback on the draft proposal will be provided by the instructor and one student
colleague. The instructor will provide the grade for this assignment prior to reviewing the student-colleague
feedback.
5) Poster/Proposal Feedback (10% of course grade; Sign Up 2/04/08; Due 4/07/08). The purpose of this assignment is
to provide students with additional practice in applying course concepts to the development of research proposals.
Students will use recent reviewer guidelines for the Journal of Counseling Psychology to provide constructive
written feedback concerning the strengths and weaknesses of the draft proposal for one student-colleague.
6) Revised Research Proposal (20% of course grade; Due 4/21/08). Basic requirements for revised research proposal
are the same as those for the draft proposal. Students should present a brief introduction to the proposed study and
provide a detailed explanation of the proposed methods and analyses, and summarize anticipated results.
Description of research methods should include discussion and rationale for participant recruitment and selection,
measures, treatments or procedures, and proposed analyses. Discussion of anticipated results should include
anticipated implications for counseling practice, teaching and/or research as applicable, as well as limitations. If the
proposed study is intended to serve as your dissertation project, you may also wish to develop the informed consent
document and other pertinent HSIRB materials. This revised version of the proposal should also incorporate
previous feedback.
Research Critique Outline
1) Briefly summarize the problem the research addresses. Identify and describe at least two reasons the authors cited
to demonstrate the importance of the problem. Note whether the rationale for the study focuses on theory or past
research or both. Evaluate whether or not the authors have adequately justified the research question and/or design.
2) Briefly describe the study participants and the selection process. Assess and discuss the adequacy of the selection
procedure for the study purposes. If applicable summarize procedures for assigning participants to groups.
3) State the research questions and/or hypotheses for the study. Note whether the question is a Descriptive,
Difference, or Relationship Question.
4) Identify the independent and dependent variables. If relevant, identify control, mediator and moderator variables.
Explain how each variable was operationalized. Assess and discuss adequacy of measurement (reliability, validity).
5) Identify and describe the type of research design employed in this study. Use the 4 category schema (experimental
lab, experimental field, descriptive lab, descriptive field), and the more specific design types (e.g., Post-test Only;
Solomon four; Crossover; Latin Square). Discuss the strengths and weaknesses of this design for the specific
research question posed.
6) Identify the specific statistical tools used to address the research question(s). Assess the adequacy of these tools for
addressing the specific research question posed. Note strengths and weaknesses of presentation of statistical results.
Identify areas that you need additional help understanding (this is so I can offer that additional help).
7) Identify the primary threats to validity in the study as implemented; include consideration of threats to statistical
conclusion validity, construct validity, internal validity and external validity. Offer ideas about how alternative
designs could address these concerns.
8) Explain the findings of the study in your own words. Discuss the strength (think effect size) of the results and the
clinical significance (think application to practice) of the findings. Include any observations of strengths and
weaknesses of the study not already noted.
Recommended Resources for Initial Literature Exploration
Major Contributions in The Counseling Psychologist:
(2000) Volume 28, Number 5: Counseling Psychology Training
(2000) Volume 28, Number 6: Prevention in Counseling Psychology
(2001) Volume 29, Number 4: Multicultural Psychology: Creating a Contextual Framework
(2001) Volume 29, Number 6: Multidimensional Facets of Cultural Competence
(2003) Volume 31, Number 1: Methodological and Content Review of LGB-Related Articles
(2003) Volume 31, Number 3: Social Justice and Multicultural Competence in Counseling Psychology
(2004) Volume 32, Number 6: Training Counseling Psychologists as Social Justice Agents
(2005) Volume 33, Number 3: Perspectives on Research in Counseling Psychology
(2005) Volume 33, Number 4: Perspectives on Race in Counseling Psychology, Practice, Training, and Research
(2007) Volume 35, Number 1: Race Based Traumatic Stress
(2007) Volume 35, Number 4: Best Practice Guidelines in Prevention
(2007) Volume 35, Number 6: Culturally Relevant Prevention
Recent Meta-Analyses and special topics in the Journal of Counseling Psychology
Ahn, A., & Wamplod, B. E. (2001). Where oh where are the specific ingredients? A meta-analysis of component
studies in counseling and psychotherapy. Journal of Counseling Psychology, 48, 251-257. [Also read
accompanying comments: Maltzman (2001); Chwalisz, (2001); and Wampold, Ahn & Coleman (2001)]
Lutz, W., Leon, S. C., Martinovich, Z., Lyons, J. S, Stiles, W. B. (2007). Therapist Effects in Outpatient Psychotherapy:
A Three-Level Growth Curve Approach. Journal of Counseling Psychology, 54, 32-39.
Nielsen, S. L., Smart, D. W., Isakson, R. L., Worthen, V. E., Gregersen, A. T., & Lambert, M. J. (2004). The Consumer
Reports Effectiveness Score: What Did Consumers Report? Journal of Counseling Psychology, 51, 25-37.
Smith, T. B., Constantine, M. G., Dunn, T. W., Dinehart, J. M., Montoya, J. A. (2006). Multicultural Education in the
Mental Health Professions: A Meta-Analytic Review. Journal of Counseling Psychology, 53, 132-145.
Shin, S., Chow, C., Camacho-Gonsalves, T., Levy, R. J., Allen, I. E., Leff, H. S. (2005). A Meta-Analytic Review of
Racial-Ethnic Matching for African American and Caucasian American Clients and Clinicians. Journal of
Counseling Psychology, 52, 45-56.
Volume 54, Number 3: Special section on racial and ethnic identity in counseling psychology
Worthington, R. L., ; Soth-McNett, A. M., Moreno, M. V. (2007). Multicultural counseling competencies research: A 20
year content analysis. Journal of Counseling Psychology, 54, 351-361.
Relevant Chapters in Professional Handbooks such as:
Bergin, A. E., & Garfield, S. L. (1994) (Eds). Handbook of psychotherapy and behavior change (4th ed.). New York:
John Wiley & Sons.
Bieschke, K. J., Perez, R. M. & DeBord, K. A. (2007) (Eds). Handbook of counseling and psychotherapy
with lesbian, gay, bisexual, and transgender clients (2nd ed.). Washington, DC : American Psychological
Association.
Brown, S. D., & Lent, R. W. (2000). (Eds.) Handbook of counseling psychology (3rd ed.). New York: John Wiley & Sons.
Gelso , C. J. & Fretz, B. R. (2001). Counseling psychology (2nd ed.). New York: Harcourt Brace College Publishers.
Lambert, M. J. (2004) (Ed.) Bergin and Garfield’s handbook of psychotherapy and behavior change (5th ed..) New York:
John Wiley & Sons.
Perez, R. M., DeBord, K.A., & Bieschke, K. J. (2000) (Eds.). Handbook of counseling and psychotherapy with lesbian,
gay and bisexual clients. Washington DC: American Psychological Association.
Ponterotto, J. H., Casas, J. M., Suzuki, L. A., & Alexander, C. A. (Eds.) (1995). Handbook of multicultural counseling.
Thousand Oaks, CA: Sage Publications.
Ponterotto, J. G., Casas, J. M., Alexander, C. M. & Suzuki, L. A. (2001) (Eds). Handbook of multicultural
counseling (2nd ed.). Thousand Oaks, CA: Sage Publications.
Pope-Davis, D., Heesacker, M., Coleman, H. L. K., Liu, W. M., Toporek. R. L. (2003) (Eds). Handbook
of multicultural competencies in counseling & psychology. Thousand Oaks, CA : Sage Publications.
Recommended Methodology Resources
Method Focused Issues of The Counseling Psychologist
(2005) Volume 33, Number 3: Perspectives on Research in Counseling Psychology
(2006) Volume 34, Number 5: Quantitative Issues and Analysis in Counseling: Part I
(2006) Volume 34, Number 6: Quantitative Issues and Analysis in Counseling: Part II
(2007) Volume 35, Number 2: Qualitative Issues and Analysis in Counseling: Part III
(2007) Volume 35, Number 3: Qualitative Issues and Analysis in Counseling: Part IV
Method Focused Issues of the Journal of Counseling Psychology
(1987) Volume 34, Number 4: Quantitative Foundations of Counseling Psychology Research
(2005) Volume 52, Number 2: Knowledge in Context: Qualitative Methods in Counseling Psychology Research
Other Method Resources
Bolt, D. M., & Rounds, J. (2000). Advances in psychometric theory and methods.In S. D. Brown & R. W. Lent (Eds.)
Handbook of Counseling Psychology (3rd Ed., pp. 140-176). New York, NY: John Wiley & Sons.
Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA:
Sage Publications.
Frazier, P. A., Tix, A. P., & Barron, K. E. (2004). Testing moderator and mediator effects in counseling psychology.
research. Journal of Counseling Psychology, 51, 115-134.
Grimm, L. G., & Yarnold, P. R. (2000). (Eds.) Reading and understanding more multivariate statistics. Washington, DC:
American Psychological Association.
Heppner, P. P., Wampold, B., & Kivlighan, D. M, (2008). Research design in counseling (3rd Ed.) Chapters 17-21.
Belmont, CA: Thomson Brooks/Cole.
Hoyt, W. T. (2002). Bias in participant ratings of psychotherapy process: An initial generalizability study. Journal of
Counseling Psychology, 49, 35-46.
Hoyt, W. T. & Bhati, K. S. (2007). Principles and Practices: An Empirical Examination of Qualitative Research in the
Journal of Counseling Psychology. Journal of Counseling Psychology, 54, 201-210.
Kivlighan Jr., D. M. (2007). Where is the relationship in research on the alliance? Two methods for analyzing dyadic
data. Journal of Counseling Psychology, 54, 423-433.
Lutz, W., Leon, S. C, Martinovich, Z., Lyons, J. S., & Stiles, W. B. Therapist Effects in Outpatient Psychotherapy: A
Three-Level Growth Curve Approach. Journal of Counseling Psychology, 54, 32-39.
Mallincrkodt, B., Abraham, W. T., Wei, M., Russell, D. W. (2006). Advances in Testing the Statistical Significance of
Mediation Effects. Journal of Counseling Psychology, 53, 372-378.
Tracey, T. J. G. (2000). Issues in the Analysis and Interpretation of Quantitative Data: Deinstitutionalization of the Null
Hypothesis Test. In S. D. Brown & R. W. Lent (Eds.) Handbook of Counseling Psychology (3rd Ed., pp 177-198).
New York, NY: John Wiley & Sons.
Selected Readings: Listed in Order of Appearance on Syllabus
Pace, T. M., & Dixon, D. N. (1993). Changes in depressive self-schemata and depressive symptoms following cognitive
therapy. Journal of Counseling Psychology, 40, 288-294.
Hilton, D. B., Russell, R. K., & Salmi, S. W. (1995). The effects of supervisor’s race and level of support on perceptions of
supervision. Journal of Counseling and Development, 73, 559-563.
Deffenbacher, J. L., & Stark, R. S., (1992). Relaxation and cognitive-relaxation treatments of general anger. Journal of
Counseling Psychology, 39, 158-167.
Gatmon, D., Jackson, D., Koshkarian, L., Martos-Oerry, N., Molina, A., Patel, N., Rodolfa, E. (2001). Exploring ethnic,
gender and sexual orientation variables in supervision: Do they really matter? Journal of Multicultural Counseling
and Development, 29, 102-113.
Worthington, R. L., Dillon, F. R., & Becker-Schutte, A. M. (2005). Development, reliability, and validity of the Lesbian,
Gay, and Bisexual Knowledge and Attitudes Scale for Heterosexuals (LGB-KASH). Journal of Counseling
Psychology,52, 104-118.
Mobley, M., Slaney, R. B., & Rice, K. G. (2005). Cultural validity of the Almost Perfect Scale – Revised for African
American College Students. Journal of Counseling Psychology,52, 629-639.
Hair, J. F, & Black, W. C. (2000). Chapter 5: Cluster Analysis. In L. G. Grimm, & P. R. Yarnold (Eds.) Reading and
understanding more multivariate statistics. Washington, DC : American Psychological Association
Darcy, M., Lee, D., & Tracey, T. J. G. (2004). Complementary approaches to individual differences using paired
comparisons
and multidimensional scaling: Applications to multicultural counseling competence. Journal of Counseling
Psychology, 51, 139-150.
Armstrong, P. I., Smith, T. J., Donnay, D. A. C., & Rounds, J. (2004). The Strong Ring: A basic interest model of
occupational structure. Journal of Counseling Psychology, 51, 299-313.
Kahn, J. H., Achter, J. A., & Shambaugh, E. J. (2001). Client distress disclosure, characteristics at intake, and
outcome in brief counseling. Journal of Counseling Psychology, 48, 203-211.
Piran, N. & Cormier, H. C. (2005). The social construction of women and disordered eating patterns. Journal
of Counseling Psychology, 52, 549-558.
Russo, N. F., & Denious, J. E. (2001). Violence in the lives of women having abortions: Implications for practice and
public policy. Professional Psychology: Research and Practice, 32, 142-150.
Klem, L. (2000). Chapter 7: Structural Equation Modeling. In L. G. Grimm, & P. R. Yarnold (Eds.) Reading and
understanding more multivariate statistics. Washington, DC : American Psychological Association
Avalos, L. C., & Tylka, T. L. (2006). Exploring a Model of Intuitive Eating With College Women. Journal of Counseling
Psychology, 53, 486-497.
Kenny, M. E., Blustein, D. L., Haase, R. F., Jackson, J., & Perry, J. C., (2006). Setting the Stage: Career Development and
the Student Engagement Process. Journal of Counseling Psychology, 53, 272-279.
Fischer, A., & Holz, K. B. (2007). Perceived Discrimination and Women’s Psychological Distress: The Roles of Collective
and Personal Self-Esteem. Journal of Counseling Psychology, 54, 154-164.
Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among five traditions (Chapters 3 and 4,
pp. 27-72). Thousand Oaks, CA: Sage.
Wertz, F. J. (2005). Phenomenological research methods for counseling psychology. Journal of Counseling Psychology,
52, 167-177.
Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among five traditions (Appendix C: “The
essential structure of a caring interaction: Doing phenomenology”, by D. Rieman). Thousand Oaks, CA: Sage.
Miville, M. L., Constantine, M. G., Baysden, M. F., & So-Lloyd, G. (2005). Chameleon changes: An exploration of racial
identity themes of multiracial people. Journal of Counseling Psychology, 52, 507-516.
Polkinghorne, D. E. (2005). Language and meaning: Data collection in qualitative research. Journal of Counseling
Psychology, 52,137-145.
Morrow, S. L. (2005). Quality and trustworthiness in qualitative research in counseling psychology. Journal of Counseling
Psychology, 52,250-260.
Fassinger, R. E. (2005). Paradigms, Praxis, Problems, and Promise: Grounded theory in counseling psychology research.
Journal of Counseling Psychology, 52,156-166.
Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among five traditions (Appendix D:
“Constructions of survival and coping by women who have survived childhood sexual abuse”, by S. L. Morrow
& M. L. Smith). Thousand Oaks, CA: Sage.
Ward, E. C. (2005). Keeping it real: A grounded theory study of African American clients engaging in counseling at a
community mental health agency. Journal of Counseling Psychology, 52,471-481.
Hill, C. E., Knox, S., Thompson, B. J., Williams, E. N., Hess, S. A., Ladany, N. (2005). Consensual qualitative research:
An update. Journal of Counseling Psychology, 52,196-205.
Hoffman, M. A., Hill, C. E., Holmes, S. E., & Frietas, G. F. (2005). Supervisor perspective on the process and outcome of
giving easy, difficult, or no feedback to supervisees. Journal of Counseling Psychology, 52,3-13.
Rosenberger, E. W. & Hayes, J. A. (2002). Origins, consequences, and management of countertransference: A case study.
Journal of Counseling Psychology, 49, 221-232.
Ahn, A., & Wamplod, B. E. (2001). Where oh where are the specific ingredients? A meta-analysis of component studies in
counseling and psychotherapy. Journal of Counseling Psychology, 48, 251-257.
Shin, S., Chow, C., Camacho-Gonsalves, T., Levy, R. J., Allen, I. E., Leff, H. S. (2005). A Meta-Analytic Review of
RacialEthnic Matching for African American and Caucasian American Clients and Clinicians. Journal of Counseling
Psychology, 52, 45-56.
Schedule of Course Topics: CECP 725, Spring 2008
Date
Jan 7
Topic
Introduction to Course
Form Small Discussion Groups
Readings
Heppner, et al. (2008): Ch 1-4
Jan 14
Research Design, Validity & Ethics
Heppner, et al. (2008): Ch 5-6 and 16; Explore research topic
Jan 21
NO CLASS – MLK DAY
Jan 28
Experiments & Quasi-Experiments
MANOVA
Due: Initial Research Question
Q
Heppner, et al. (2008): Ch 7, 8; Grimm & Yarnold (1995):
Ch 8 by Weinfurt; EX: Pace & Dixon (1993); Hilton et al.
(1995) NOTE NEEDED MORE HELP DEVELOPING
Feb
4
Variables & Populations
More MANOVA
Sign up for posters & feedback
Heppner, et al. (2008): Ch 12-14
EX: Deffenbacher & Stark (1992); Gatmon, et al. (2001).
Choose Qualitative Readings
Feb 11
Quantitative Descriptive Designs
Ch 4
Factor Analysis
Due: Research Critique #1
by Bryant & Yarnold; EX: Worthington et al. (2005);
Mobley et al. (2005)
Feb 18
Multicultural Research Issues;
Cluster Analysis and
Multidimensional Scaling
Heppner, et al. (2008): Ch 15; Grimm & Yarnold (1995): Ch 5
by Stalans; Hair & Black (2000); EX: Darcy & Tracey (2004);
Armstrong et al. (2004)
Feb 25
Regression
Grimm & Yarnold (1995): Ch 2 by Licht and Ch 3 by Klem;
Due: Research Critique #2 (dropped) EX: Kahn et al. (2001); Prian & Cormier (2005)
Identify Articles for Critique # 3
Mar 3
NO CLASS – SPRING BREAK
Mar 10
Logistic Regression and
Discriminant Analysis
Due: Revised Research Question
Grimm & Yarnold (1995): Ch 7 by Wright, and Ch 9 by
Sliva & Stam; EX: Russo & Denious (2001)
Mar 17
Path Analysis and Structural
Equation Modeling
Due: Research Critique #3
NOW THIS ONE IS CRITIQUE 2
Qualitative Traditions
Due: Poster & Draft Proposal
Turn in 2 COPIES of proposal
Grimm & Yarnold (1995): Ch 3 by Klem; Klem (2000);
EX: Avalos & Tylka (2006); Kenny et al. (2006);
Fischer & Holz (2007)
Mar 31
More Qualitative approaches
Due: Poster & Draft Proposal
Turn in 2 COPIES of proposal
Polkinghorne (2005); Morrow (2005); Fassinger (2005);
Hill et al. (2005); EX: Creswell (1998): Appendix D; Ward
(2005); Hoffman (2005)
Apr
Single Subject Designs
Meta-Analysis
Due: Proposal Feedback
Heppner, et al. (2008): Ch 9; EX: Rosenberger& Hayes
(2002); Grimm & Yarnold (1995): Ch 10 by Durlak;
EX: Ahn & Wampold (2001); Shin et al (2005)
Methods Focused Discussion
TBA: Individually Tailored
Mar 24
7
Apr 14
Heppner, et al. (2008): Ch 10; Grimm & Yarnold 1995:
Heppner, et al. (2008): Ch 11; Creswell (1998): Ch 3-4;
Wertz (2005); EX: Creswell (1998):Appendix C
Milville et al. (2005)
Apr 21
Due: Revised Research Proposals