PS 382: Research in Community Psychology
Fall, 2002
Instructor:
Office:
Telephone ext:
Email address:
Office hours:
Class hours:
Geoffrey Nelson, Ph.D., Professor of Psychology
N2075F Science Building
3314
gnelson@wlu.ca
Monday, Wednesday - 2:30 - 4 p.m. or by appointment
Monday, Wednesday - 4 - 5:20 p.m.
Required Readings:
There is a book of readings for the course which you can purchase at the WLU bookstore.
Additional sources for different topics will be recommended. If you wish to purchase a book
that deals with qualitative research and program evaluation, I recommend the following,
which can be obtained at the WLU bookstore.
Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand
Oaks, CA: Sage.
Course Description:
This course is designed to introduce you to the various ways of conducting research in
community psychology. We will focus on the cycle of research and action in community
psychology, which includes identifying the values and assumptions underlying the
research, creating participatory research relationships and processes, framing the research
purpose, questions, or hypotheses, deciding on the research methodology, choosing from
an array of qualitative and quantitative methods, gathering and analyzing the data, and
feeding back and communicating the findings to stimulate community action and social
change. Both traditional scientific and alternative philosophies of science will be
considered.
Students will be exposed to a variety of research methods, including quasi-experiments,
correlational studies, and naturalistic field studies. More attention will be paid to qualitative
methods than quantitative methods, since students have little exposure to qualitative
methods in other psychology courses. Qualitative research design, sampling issues,
qualitative interviewing and observation, and qualitative data analysis will be considered.
These methods will be applied to different types of community research, including needs
assessment (indicator approaches, key informant interviews, and community forums),
program evaluation (evaluability assessment, process, outcome, and cost-effectiveness
evaluation), participatory action research, and basic research in community psychology.
Ethical issues in community research will also be addressed.
Course Objectives:
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The objectives for this course in research in community psychology are as follows:
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to increase students= understanding of the different research frameworks and
methodological approaches that are used in community psychology research,
including: the major paradigms and philosophies of science in community research, the
importance of field work in participatory action research, qualitative and quantitative
methods, and different types of program evaluation
to develop students= skills in constructing a program logic model/evaluability
assessment of a human service program
to develop students= skills in critically reviewing qualitative and quantitative research
articles in community psychology
to enhance students= skills in the design, implementation, and analysis of qualitative
interviews
to increase students= skills in constructing proposals for community research
to excite students about doing community psychology research!
Course Process:
I want to engage you in an active learning process. To this end, I will use an adult education
model, emphasizing student participation in the course. I expect you to attend class, to come
prepared, and to actively participate in class discussions. I will present mini-lectures on many
of the different topics. However, a considerable amount of in-class time will be spent on
discussion and problem-solving in community research.
Overview of Evaluation and Marks:
There are no exams in the course, and there is not a great deal of assigned reading that is
required. Rather your mark is based on assignments and a research proposal that will provide
you with experience in reviewing, formulating, and conducting community research. Also, part
of your mark will be based on your attendance and participation. Please note that you will be
penalized for handing in some assignments late at the rate of 2 percentage points per
day. Of course allowances will be made for illness or personal issues that are beyond your
control.
Requirement
Grade %
Date Due
Group Assignment #1 - Program Logic Model Assignment
10%
Oct. 9
Individual Assignment #1 - Review of Qualitative Research
Article Assignment
15%
Oct. 23
Group Assignment #2 - Qualitative Research Assignment
15%
Nov. 11
Research Proposal - First Draft
15%
Nov. 20
Research Proposal - Final Draft
30%
Dec. 9
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Class Attendance and Participation
15%
Group Assignments:
There are two group assignments. Students will work in groups of roughly 4 people for the
group assignments. Different groups will be formed for each assignment. Each of the
assignments should be about 5-7 pages in length.
Group assignment #1 - Program logic model/evaluability assessment report (10%):
For this assignment, I=d like you to construct an evaluability assessment or program logic
model. You can pick a program that you have done or are doing as a field placement. To
collect the information required for this report, I suggest that you interview a staff member from
the program and look at any relevant program documents. I will provide you with more
information on how to do this in class.
Group assignment #2 - Qualitative interview report (15%):
For this assignment, I=d like you to design, conduct, analyze, verify, and report the results of a
qualitative interview. Group members will interview one another for this project. I will provide
you with more information on how to do this in class.
Individual assignment - Review of qualitative research article (15%):
From the list of journals at the end of the outline or from some other source, I want you to
choose one qualitative research article. The research must use qualitative data as its primary
source of information. Pick an article related to an issue that is of interest to you.
Research Proposal (45%):
You have choice as to whether you want to do the research proposal by yourself or with one or
more partners and what the focus of the proposal will be. I encourage you to choose a topic in
community psychology research that is of interest and importance to you. If you plan to go on
and do an undergraduate thesis in Psychology in the area of community psychology, the
research proposal could be a building block towards a thesis. The first draft of the proposal is
worth 15%, and the final draft is worth 30%.
Class Attendance and Participation (15%)
I will take attendance for each class. I will also note your contributions to class discussions and
your preparation for class assignments, and I will have you do an evaluation of the peers that
you work with for your group assignments.
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Community Psychology Research and Evaluation Journals:
Applied and Preventive Psychology
American Journal of Community Psychology
Canadian Journal of Community Mental Health
Canadian Journal of Program Evaluation
Community Mental Health Journal
Evaluation and the Health Professions
Evaluation and Program Planning
Evaluation Review
International Journal of Qualitative Methods
Journal of Community Psychology
Journal of Community and Applied Social Psychology
Journal of Prevention and Intervention in the Community (formerly Prevention in Human
Services)
Journal of Primary Prevention
Prevention and Treatment (on-line journal)
Qualitative Health Research
Qualitative Inquiry
New Course Drop Dates, 2002-03
September 6:
final day to cancel Fall term and Fall/Winter session registration with no
tuition charge (cancellation fee applies)
September 20: final day to drop 12-week and Fall/Winter course(s) or withdraw at 10%
tuition charge
November 4:
final day to drop course(s) or withdraw from 12-week course(s) without
failure and for tuition adjustment
January 3:
final day to cancel Winter term registration with no tuition charge
(cancellation fee applies)
January 17:
final day to drop 12-week course(s) or withdraw at 10% tuition charge
March 10:
final day to drop course(s) or withdraw from two-term or 12-week Winter
term course(s) without failure and for tuition adjustment
Examination Deferrals
The Academic Date section of the Calendar (Printed and Web Site Versions) clearly states the
examination date period for each semester. Students must note that they are required to
reserve this time in their personal calendars for the examinations. The examination
period for this course is DECEMBER 5 - 19, 2002. Students who are considering registering
to write MCAT, LSAT or GMAT or a similar examination, should select a time for those
examinations that occurs outside the University examination period. For additional information
that describes the special circumstances for examination deferment, consult the University
calendar.
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Student Awareness of the Special Needs Office
Students with disabilities or special needs, are advised to contact Laurier=s Special Needs
Office for information regarding its services and resources. Students are encouraged to review
the Calendar for information regarding all services available on campus.
Academic and Research Misconduct
Academic misconduct is an act by a student, or by students working on a team project, which may
result in a false evaluation of the student(s), or which represents a deliberate attempt to unfairly
gain an academic advantage. Academic misconduct includes: please refer to page 74 in the
2002/2003 Undergraduate Calendar.
Plagiarism Detection Software
Wilfrid Laurier University uses software that can check for plagiarism. Students may be required to
submit their written work in electronic form and have it checked for plagiarism.
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