1
PSYCH 321 - 02 Advanced Experimental Psychology: Clinical
SYLLABUS
Instructor: Thomas Myers
Email:Thomas.myers@qc.cuny.edu
Tu/Th 6:30PM – 9:20PM
Rm Razran 220
Office hours: Before class
and by appointment
Spring 2014
Course Description: A review of the research principles used to conduct experiments in clinical
psychology, including group designs, ABA single-subject designs for self or other modification projects,
and the recording and evaluation of tapes of clinical interviews and treatment. Students will be trained in
hypothesis-testing, experimental procedures, data analysis and the writing of laboratory reports.
Prerequisites: PSYCH 101 AND PSYCH 107 AND PSYCH 213W AND PSYCH 221 (Psychopathology)
Required Texts:
1.
Pomerantz, Andrew M. (2013). Clinical Psychology. Science, Practice, and Culture,3 rd Edition.
California: Sage Publications. ISBN: 9781483345048
http://www.coursesmart.com/9781483345048
2.
Research Methods in Applied Settings An Integrated Approach to Design and Analysis, Second
Edition, By Jeffrey A. Gliner, George A. Morgan, Nancy L. Leech
978-0-8058-6434-2 Hardback: $115.00
eBook Ordering Options
Order from T&F eBookStore
Find on Amazon Kindle
Find on Apple iBookStore
Recommended Texts:
1.
2.
3.
4.
Writing Papers in Psychology, 9th Edition Ralph L. Rosnow | Mimi Rosnow
ISBN-10: 1111726132 | ISBN-13: 9781111726133
Writing with Style: APA Style Made Easy, 5th Edition 2011 (WWS) Lenore T. Szuchman ISBN-10: 084003167X ISBN-13: 9780840031679
American Psychological Association. (2010). Publication Manual of the American Psychological
Association (6th ed.). Washington, D.C.: Author.
White and McBurney (2012). Research Methods
Additional Readings:
There will be additional material assigned throughout the semester.
Course Objectives:
1. To learn the characteristics of different research designs in clinical psychology.
2. To learn how to design and conduct research in clinical psychology.
3. To enhance critical thinking skills by summarizing and critiquing published research articles.
4. To learn how to design, conduct, and evaluate one’s own hypothetical research project.
5. To improve writing skills and knowledge of APA format by completing an APA style manuscript
in clinical psychology.
6. Understand the “groundwork” of research and the “research cycle”, along with important concepts
with direct application to psychological research such as hypothesis testing, operationalization,
constructionism and realism.
7. Understand the difference between quantitative and qualitative research and learn the usefulness
and limitation of each in various contexts.
8. Understand the concepts of validity and reliability and learn to apply them to practical examples.
2
9.
10.
11.
12.
13.
14.
15.
Understand how to critically review literature and recognize the features of solid vs. flawed
research.
Learn about self-report measures and the usefulness/limitations of these tools.
Understand structured and semi-structured interviewing in research.
Understand how to review and construct basic research designs such as correlational, randomized,
non-randomized, AB, ABAB, multiple baseline, etc.
Understand important research concepts like sampling, sample size, effect size, and alpha & beta
errors.
Understand the basics of evaluation, quantitative data analysis.
Learn how do design, conduct and review various types of research and discern the appropriate
approach in a range of contexts.
Tentative Schedule:
Week
1
Date
Topics
Syllabus & Introduction to Clinical Psychology
Evolution of Clinical Psychology
Reading
P-Ch. 1,2
Definitions, Purposes, and Dimensions of Research
Planning a Quantitative Research Project
GML-1-2
Library Research Presentation- Meet in Library Room 225
Variables, Research Questions, and Hypotheses
Research Approaches
GML-3-4
Current Controversies & Cultural issues
Randomized Experimental and Quasi-Experimental Designs
Ethical issues & Conducting Research in Clinical Psychology
P-Ch. 3, 4
GML-5
P-Ch. 5, 6
Single-Subject Designs
Non-experimental Approaches/Designs
GML-6-7
Diagnosis and Classification Issues
NO CLASS
P-Ch. 7
The Clinical Interview
Library Research Time
Internal Validity
P-Ch. 8
Assignments Due
1/28
1/30
2
2/4
2/6
3
2/11
4
2/13
2/18
2/20
5
2/25
2/27
6
RCT article
questions
GML-8
Exam1
3/4
3/6
7
3/11
Intellectual and Neuropsychological Assessment
9. Sampling and Introduction to External Validity
10. Measurement and Descriptive Statistics
11. Measurement Reliability
Personality and Behavioral Assessment
P-Ch. 9
GML-9-11
12. Measurement Validity
13. Types of Data Collection Techniques
15. Practical Issues in Data Collection and Coding
GML-12-15
General Issues in Psychotherapy
P-Ch. 11
16. Making Inferences from Sample Data I: The Null Hypothesis
Significance Testing Approach
17. Making Inferences From Sample Data II: The Evidence-Based
Approach
18. General Design Classifications for Selection of Difference Statistical
Methods
GML-16-18
Literature Review
Outline Due
P-Ch. 10
3/13
8
3/18
3/20
Literature Review
Draft Due
3
9
Psychodynamic Psychotherapy
P-Ch. 12
19. Selection of Appropriate Statistical Methods: Integration of Design
and Analysis
20. Data Analysis and Interpretation - Basic Difference Questions
GML-19-20
4/1
Humanistic Psychotherapy
P-Ch. 13
4/3
Exam 2
4/8
Behavioral Psychotherapy
P-Ch. 14
21. Analysis and Interpretation of Basic Associational Research
Questions
22. Analysis and Interpretation of Complex Research Questions
GML-21-22
3/25
3/27
10
11
Literature Review
Due
4/10
12
13
4/15
NO CLASS
4/17
NO CLASS
4/22
NO CLASS
23. Evaluating Research Validity: Part I
24. Evaluating Research Validity: Part II
25. Narrative Evaluations of the Five Sample Articles
GML-23-25
Cognitive Psychotherapy
P-Ch. 15
P-Ch. 16
GML-26-27
5/6
Group and Family Therapy
26. Evaluating Research for Evidence-Based Practice
27. Writing the Research Report
Clinical Child and Adolescent Psychology
5/8
Health and Forensic Psychology
P-Ch. 18, 19
5/13
Research Proposal Presentations
4/24
14
4/29
5/1
15
16
17
P-Ch. 17
Presentations/Wrap Up
5/15
5/20 or
Final Exam
5/22
P = Chapters from Pomerantz
GML = Chapters from Gliner, Morgan, and Leech
Exams:
There will be three exams during the semester. The exams will cover the material in the assigned readings
plus any additional information that is presented during class meetings. Exams will be given promptly at
the beginning of class (6:30pm), and will end exactly 75 minutes after (7:45pm). Therefore, you will have
75 minutes to complete the exams, or less if you decide to arrive late on exam days.
If you are not satisfied with the grade you receive on any exam/assignment (i.e. you would not be content
with receiving that grade as your final grade for the course) you should contact me within one week to
discuss what you will do differently in order to obtain the grade you wish to attain on subsequent
exams/assignments. Scantrons will be returned to students in the next class meeting following the exam- it
is important for you to keep your scantron as your record of your grade, as the exams themselves will be
collected following the exam and will not be returned.
Grades are neither curved nor subjectively adjusted at the end of the semester. However, in order to ensure
fairness, your grade on each exam will not be based on your absolute total number of questions answered
correctly, but rather, it will be based on the second highest grade in the class. If there are 50 questions on an
exam, and the 2nd highest score is 46, then your grade will be X/46= Y%
Thus if you answered 42 questions correctly (your raw score), your grade will be 42/46= 91.3%
Writing Assignments
4
1.
Literature Review of a Psychological Treatment for a Specific Psychological Disorder. This
will include a review of the evidence for the effectiveness/efficacy of a specific therapy for a
specific psychological disorder. A minimum of 10 pages of text (i.e., the 10 pages does not
include the title page, abstract, or references) and a minimum of 15 sources (12 of which must
include the articles for the studies reviewed). This literature review will serve as your Introduction
section of the Research Proposal Report (see below). Here are some examples of published articles
that provide appropriate topics for literature reviews.
Galsworthy-Francis, L., & Allan, S. (2013). Cognitive Behavioral Therapy for Anorexia Nervosa:
A systematic review. Clinical Psychology Review.
Swain, J., Hancock, K., Hainsworth, C., & Bowman, J. (2013). Acceptance and Commitment
Therapy in the treatment of anxiety: A systematic review. Clinical psychology review, 33(8),
965-978.
Beatty, L., & Lambert, S. (2013). A systematic review of internet-based self-help therapeutic
interventions to improve distress and disease-control among adults with chronic health
conditions. Clinical psychology review.
2.
Research Proposal Reports: You will propose a research study evaluating a type (or multiple
types) of psychotherapy. The paper will be expected to be written as a complete lab report
including title page, abstract, intro, method, expected results, discussion, and reference page. Late
lab reports will receive a 5 point penalty for each day that the lab report is late (including the
weekend). The student must bring a hard copy of the report to the following class for the
instructor to grade. Please take advantage of the student writing services provided at the Academic
Support Center at Kiely Hall, room 131.
Research proposal reports must be submitted through the Safe Assign link in Blackboard, as well as hand in
a hard copy to the instructor on the due date. Electronic versions must be submitted prior to the start of
class on the day the report is due and printed copies must be handed in prior to 9am. Failure to submit
either of these (electronic copy through Safe Assign and printed copy on the due date) will be considered
late.
Oral Presentations:
Each student will prepare a PowerPoint presentation of their research proposal reports to present to the
class. Presentations should be approximately 15 minutes. Students will be required to create PPT
presentation to post to the Discussion Board in Blackboard, as well as a printed copy to provide to the
instructor on the day of the presentation.
A brief presentation of the most basic features of an article (IVs, DVs, and design type) will be made
beginning in week 3. See below for details of the brief presentation. This will be described in class as well.
Additional in-class and out-of-class assignments will be described during the course.
Attendance:
Class attendance and lab participation are mandatory. Attendance will be taken at the beginning of each
class. The instructor reserves the right to adjust students’ grades to reflect their class attendance.
Academic Misconduct:
Academic misconduct of any kind, including cheating and plagiarizing, will not be tolerated. Any student
caught cheating will receive an F in the course.
**There is NO EXTRA CREDIT**
Grading:
45% = Exams
15% = Literature Review Report
15% = Research Proposal report
15% = Additional assignments
5
10% = Oral presentations
Grade Breakdown:
A+
96.5-100B+
A
92.5-96.4
A89.5-92.4
86.5-89.4
C+
76.5-79.4
D+
B
82.5-86.4
C
72.5-76.4
B79.5-82.4
C69.5-72.4
Anything below 59.5 is a Failing grade
64.5-69.4
D
62.5-64.4
D59.5-62.4
During the library instruction class, each student will find a Randomized
Controlled/Clinical Trial (RCT) to assess a particular treatment. Each student will the
present the following information in class in week 3.
1. Identify the IV(s) AND the levels of each- Including a brief description of the
manipulation of the IV.
IV1 (name)-Levels
IV2-Levels
IV3-Levels
2. Identify the DV(s) AND indicate how they were measured?
DV1 (name)DV1 was measured by….
DV2 (name)DV2 was measured by….
DV3 (name)DV3 was measured by….
3. Identify the Experimental Design. Was it Within Subjects, Between Subjects, or Mixed
(hint: most likely it is Mixed)?
What IVs were Within Subjects IVs?
What IVs were Between Subjects IVs?
Student Access to BlackBoard on CUNY
1.
The BlackBoard Course Management System.
BlackBoard offers you access to all the courses you are registered for. If your instructor puts course
information on BlackBoard, you automatically have access to it by registering for the class. Please note
that if you are dropped from a course for some reason, you will lose your access to the course through
BlackBoard.
6
BlackBoard is accessed through the CUNY Portal at www.cuny.edu. To log on to the portal you
need a Portal ID and password. The CUNY portal contains a great deal of information aside from
BlackBoard.
2.
Getting a Portal ID is the first step.
The only information you need to log on to BlackBoard is a Portal ID and a Password. To get a Portal
ID, go to www.cuny.edu. Click on the "Log In" link in the left frame on the bottom. Click on "Register
Now!". You will be asked for your last name, Social Security Number and date of birth. You will then
be asked to create a Portal ID and password. Obviously, you need to remember these items! If you
have been successful at getting a Portal ID, proceed to number 3. Otherwise, the following problems
may occur:
a.
The Portal does not recognize you.
Your personal information has been supplied to the Portal by the Registrar. If you get the
message "One or more fields below did not exactly match the data we have in our records.
Please try again.", this means the information supplied by you was entered incorrectly, or it
does not match what the Registrar has on file, or your information is not in the Portal
database. The student help desk in I-Building may be of assistance in looking up your
information, and you should check with the Registrar that your personal information is
correct.
b. The CUNY Portal is not available.
This happens more often than we would like, and the only thing you can do is try later.
3.
Logging on to the Portal and BlackBoard
After registering for your Portal ID, or after going to www.cuny.edu and clicking "Log In", you should
enter your Portal ID and password. You will get a screen with a lot of information. Before you do
anything else, you should check your email address for the Portal system. Click on "My Profile" on the
bottom of the left frame. Check your email address. This email address has been supplied by the
Registrar. If it is incorrect, go to esims.cuny.edu and follow the instructions to change your email
address. The change takes place overnight. You will need your QC PIN number (the one you use to
register for classes.) It is very important to have a current, valid email address on file, as any forgotten
password for the Portal will be emailed to that address, and it is the email address to which information
sent to you from your instructor will go. You may need to click on the "My Page" link at the right of
the top horizontal frame of the Portal to get back to your Portal home page.
Now you can log in to BlackBoard. In the top left balloon labeled "SSO Applications..." you
should see a link for BlackBoard. Click on that. You will see a screen with all the CUNY Colleges, and
links saying "student" by any college in which you are using BlackBoard. Click on the "Student" link
next to Queens College. This should bring you into the Queens College BlackBoard page, and you are
finished with the log in process. It is a good idea to click on "Personal Information" in the Tool Box at
the left. Click on "Edit Personal Information" and make sure your email address is correct. Remember,
changes made through eSIMS take place overnight.
4.
If the Portal is down, are you doomed?
If the Portal is down, but BlackBoard is running, you will get a page from www.cuny.edu with a link
to the "doorway". This is so you can still enter your Portal ID and password and get to BlackBoard,
even though you cannot log in to the Portal. If you do not get the link to the doorway automatically, the
URL is blackboard-doorway.cuny.edu
5.
Forget something?
If you forget your password, there is a "Forgot Password" link on the Portal Login page. It will email
your password to you using the email address set up through eSIMS.