PP 7203
Research Methods
SPRING 20010
INSTRUCTOR:
Myra Leifer, Ph. D.
PHONE:
312-777-7690
EMAIL:
mleifer@argosy.edu
FAX:
312-777-7748
ALT PHONE:
REQUIRED TEXTS:
Title
Author(s)
Copyright
Publisher
ISBN
Edition
Research design in clinical psychology
Kazdin, Alan
(2003)
Needham Heights, MA: Allyn & Bacon
0-205-3392-7 Paperback
Fourth Edition
This Course Requires the Purchase of a Course Packet:
Title: Dissertations and theses from start to finish.
Authors: J.E.Cone & S.L. Foster
Publisher: American Pschlogical Association
ISBN: 1557981949
YES
N
2
Argosy University
COURSE SYLLABUS
PP7203
Research Methods
Spring 2010
Faculty Name: Myra Leifer, Ph.D.
Campus:
Chicago
Contact:
Phone: 312-777-7690
Email: mleifer@argosy.edu
Office Hours: Tuesdays 1 – 4pm;
Wednesdays 11 – 12
Short Bio:
Dr Leifer is Professor of Clinical Psychology and a member of the
Institutional Review Board. She conducts research in the areas of Child
Maltreatment and Early Intervention and has published
widely in these areas. She is the recipient of grants from the National
Institute of Mental Health, The Department of Children and Family
Services as well as private foundations. Dr. Leifer serves on several
journal review boards and is the recipient of the Klopfer research award
from the Society of Personality Assessment.
Course Catalogue Description:
This course is a survey of the major methods utilized in empirical clinical practice.
Students learn experimental, quasi-experimental, and systematic singe-subject
designs as well as qualitative research methods. The course focuses on the
development of a proposal for the Clinical Research Project.
Required Texts:
Kazdin, Alan (2003). Research design in clinical psychology. Fourth Edition. Needham
Heights, MA: Allyn & Bacon. ISBN: 0-205-3392-7 Paperback ISBN:020533927.
Packet of readings
APA Publication Manual ISBN: 1557987912.
Cone, J.D. & Foster, S.L. (1993) Dissertations and theses from start to finish.
Washington, D.C.: American Psychological Association. ISBN:1557981949
Technology: Argosy University encourages the use of technology throughout the
curriculum. This course uses some or all of the following: video tapes, CD’s, DVD’s,
overheads, etc. Examples of hardware/software you might need access to for the course
include: Pentium III CPU/ Windows 98; 128MB RAM printer; Microsoft Office: Acrobat
3
(full version); Microsoft Internet Explorer 5.5 (PC), 5.0 (MAC), or Netscape Navigator
4.08; Norton Antivirus.
Course length: 15 week.
Contact hours: 3.0
Credit Value: 3.0
Course Objectives
Upon successful completion of this course, students should be able to:
1)
Generate a viable research design that could be used as a basis for the CRP
and write a proposal in APA style. This meets Goal 4 – Scientific Foundations and is
assessed with the final research proposal.
2)
Critically evaluate published research results This meets Goal 5, Critical
evaluation and Goal 2 Evaluation of interventions and is assessed with weekly research
article critiques.
3)
Analyze fundamental problems involved in research methods and
determine ethical ways of confronting these problems. This meets Goal 4 Scientific
Foundations and is assessed with weekly readings, peer critiques, and the midterm and
final exams.
4)
Evaluate the influence culture, ethnicity, class, and gender may have in
influencing the research process. This meets Goal 3 – Diversity and is assessed with
weekly readings, class discussions and article critiques.
.
5)
Examine the appropriate use of outcome and process measures in
clinical research. This meets Goal 1, Assessment Methods and is assessed with weekly
readings, article critiques and the midterm and final exams.
6) Identify a variety of research methods used in clinical research. This
meets Goals 4 and 5 and is assessed with weekly readings, article critiques, discussions
and the final and midterm exams.
Course Requirements
Article Critiques:
Written summaries of evaluations of the strengths and weaknesses of assigned research
studies are due most weeks as noted in the syllabus. Students will orally lead discussions
of article critiques and sign up for this.
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On Line Ethics Course:
Students are required to complete a web-based training program in human research
subjects protections through the Collaborative Institutional Training Initiative (CITI).To
access the program go to:
http://www.citiprogram.org/default.asp?language=english
No password is required. Simply identify yourself as affiliated with Argosy University.
Select training for Students. When you have completed the training modules you will
receive a certificate . Include this certificate when you submit your Research
proposal at the end of the semester. You will also need to include this certificate
when you submit your CRP proposal to the IRB.
Research Proposal:
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. Students will
hand in short papers (3-4 pages) describing their research.
Two short papers are required:
1)
Paper #1 DUE SESSION 3 - Wed 1/27 Thurs 1/28
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 DUE SESSION 9 - 3/10 – 3/11
a) Restate the main questions as specific hypothesis to be listed.
b) Outline a review of the relevant literature to support the need for
the study. List at least five references.
c) Describe the participants in your study and how you will obtain them.
d) List the measures you will use.
e) Outline the procedures
3)
Research Proposal DUE SESSION 14- 4/14 – 4/15 Research proposals should be written according to the Publication Manual of the
American Psychological Association. Grading criteria will include:
Clarity of statement of the problem and variables
Adequacy of literature review
Clarity of the methods of the study including the sample, hypotheses,
measures and procedures.
Appropriateness of proposed data analysis.
Appropriateness of discussion of strengths and weaknesses of the study
design
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Use of APA style
Exams: (Competency # 4, 5, 6)
There will be two in-class exams, a midterm and a final. Each will cover material from
the Kazdin book and readings.
Grading criteria will be based on the following:
Grading scale
A
AB+
B
BC+
C
CD+
D
DF
Grading requirements
100 – 93
92 – 90
89 – 88
87 – 83
82 – 80
79 – 78
77 - 73
72 – 70
69 – 68
67 – 63
62 – 60
59 and below
Research Critiques
Midterm Exam
Final Exam
Research Proposal
20%
20%
20%
40%
100%
NOTE: No late papers will be accepted nor will make-up tests be offered. No extra credit
papers or assignments will be given. You are required to attend all class meetings to pass
this course.
Guidelines for preparation of research proposal:
Proposals should be written in APA style, include a bibliography and not exceed 20
double-spaced, typed pages.
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,
quasi experiential design, and quantitative single case study as well as a true experiment.
R
The format should be done in APA style and include:
Title Page
Abstract
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Introduction
Aims of the study
Hypotheses or Questions
Method
Participants
Measures
Procedures
Discussion- Since there will be no data, include in this section a critical
assessment of your study. Describe its strengths and limitations.
References
Appendix- If using any unknown measures.
Consent Form
Class Presentation:
You will be asked to present your ideas regarding a research project. These ideas should
be the initial bases for the final paper. The presentation should be viewed as an
opportunity to discuss your ideas and research design with the rest of the class and the
instructor to gain help in refining your research hypothesis, correct your design where
needed, and anticipate criticisms and challenges to the final paper.
The amount of time we can devote to each presentation will depend on the class size.
During the last class, students will present their research proposals.
Weekly Topics, Readings and Assignments:
Date
Session 1 - 1/13 –
1/14
Topic
Topic: Introduction
to research methods
Readings
Readings:
Kazdin, Chapter 1,
Introduction; Cone
& Foster, Chapter
1, What are
dissertations?
Chapter 2, Starting
out.
Assignments
Session 2– 1/201/21
Writing the research
report,
Evaluating research
studies
Readings: Mahrer,
B.A. (1978). A
reader’s, writer’s
and reviewer’s
guide to
Article Critique:
Hall, C. & Van de
Castle, R. (1965).
An empirical
investigation of the
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assessing research
reports in clinical
psychology. Journal
of Consulting and
Clinical
Psychology, 46,
835-838.
Session 3 – 1/271/28
Validity
Session 4 – 2/3-2/4
Session 5 -2/102/11
Assessment issues
Kazdin, Chapter 18,
Publication and
communication of
research findings.
Reading: Kazdin
Chapter 2, Drawing
valid inferences I:
Internal and
external validity;
Chapter 3, Construct
and statistical
conclusion validity’
Chapter 4, Sources
of artifact and bias.
castration complex
in dreams. Journal
of Personality, 33,
20-29.
PAPER #1 DUE
Article Critique:
Meyer, B. et al
(2002). Treatment
expectancies,
patient alliance and
outcome. Journal of
Clinical and
Consulting
Psychology, 70,
1051-1055.
Kazdin, Chapter 5,
Selection of the
research proble
and design; Chapter
6, Experimental
research:group
designs, Cone &
Foster Chapter 4,
Time management;
Chapte 5, Selecting
a chairperson;
Chapter 6, An
overview of the
proposal.
Wilson, G.,
Fairburn, C., Agras,
W., Walsh, B &
Kraemer,
H.
(2002) CognitiveBehavioral Therapy
for Bulimia
Nervosa.
Journal of
Consulting and
Clinical
Psychology, 70,
267-279
Critique
Readings: Kazdin,
Chapter 13,
Assessment
Article Critique:
Deblinger, E.,
McLeer, S. &
Henry, D. (1990).
Cognitive
behavioral treatment
methods and
strategies; Cone &
8
Foster Chapter 7 ,
for sexually abused
children suffering
Reviewing the
post- traumatic
literature; Chapter 8, stress. Journal of the
Methodology.
American Academy
of Child and
Adolescent
Psychiatry, 29, 747
Session 6-2/17-2/18 Control and
comparison groups
Reading: Kazdin,
Chapter 7, Control
and comparison
groups
Article Critique:
David, H. et al
(2003) Born
unwanted.
American
Psychologist, 58,
224-229.
Session 7 -2/24-2/25 STUDY WEEK TA
SESSION
INDIVIDUAL
MEETINGS
Session 8 – 3/3-3/4 Statistical Methods,
Data Interpretation
Session 9- 3/10 –
3/11
Observational
Research
Readings: Kazdin,
Chapter 15,
Statistical methods
of data evaluation;
Chapter 16,
Interpretation of
the data. Cone &
Foster, Chapter 12,
Presenting the
results; Chapter 13,
Discussing the
results.
MIDTERM QUIZ
Kazdin, Chapter 9,
Observational
research: Case
control and cohort
designs.
Danner, D.,
Snowdon, D. &
Friesen, W. (2001).
Positive emotions
in early life and
SECOND PAPER
DUE
9
longevity: Findings
from the Nun Study.
Journal of
Personality and
Social Psychology,
80, 804
Session 10 - 3/17 3/18
Single subject
design
Kazdin, Chapters
10, The case study
and single case
research design;
Chapter 11,
Evaluation of the
single case in
clinical work.
Leifer, M. & Smith
S. (1990).
Preventative
intervention with a
depressed mother
with mental
retardation and her
infant: A
quantitative cae
study. Infant Mental
Health Journal, 11,
301-323
Session 11 – 3/24 –
3/25
Qualitative
Research
Kazdin, Chapter 12,
Qualitative research
Kearney, M.,
Murphy, S. &
Rosenbaum, M.
(1994). Mothers on
crack concaine A
grounded theory
analysis. Social
Science and
Medicine, 38, 351361.
Session 12 – 3/31 –
4/1
Psychotherapy and
intervention
research
Readings: Kazdin,
Pages 202-212.
Kazdin,A.(2008)
Evidenced based
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treatment and
practice. American
Psychologist, 63,
146-159.
Wampole, B (2007)
.Psychotherapy:
The humanistic and
effective treatment.
American
Psychologist, 62,
857-873.
Shedler,J (In Press).
The efficacy of
psychodynamic
psychotherapy.
American
Psychologist.
Session 13 – 4/7 –
4/8
Session 14 – 4/14 –
4/15
Session 15 – 4/21 –
4/22
Ethical issues, IRB
Process and Online
Research
Kazdin, Chapter 17,
Ethical issues;
Chapter l9
Closing comments.
Kraut, R., Olson, J.,
Banaji, M.,
Bruckman, A.,
Cohen, J. + Cooper,
M. (2004).
Psychological
Research Online.
American
Psychologist, 59,
105-117
Presentation of
Proposals
RESEARCH
PROPOSALS DUE
IN CLASS FINAL
EXAM
Library Resources
Argosy University’s core online collection features more than 21,000 full-text journals,
23,000 electronic books and other content covering all academic subject areas including
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Business & Economics, Career & General Education, Computers, Engineering & Applied
Science, Humanities, Science, Medicine & Allied Health, and Social & Behavior
Sciences. All electronic resources can be accessed through the library’s website at
www.auchicagolib.org. User IDs and passwords are distributed during orientation, but
can also be obtained at the circulation desk, calling 312-777-7653, or by e-mail at
auchilibrary@argosy.edu. In addition to online resources, Argosy University’s onsite
collections contain a wealth of subject-specific research materials searchable in the
Library Online Catalog. Catalog searching is easily limited to individual campus
collections. Alternatively, students can search combined collections of all Argosy
University Libraries. Students are encouraged to seek research and reference assistance
from campus librarians.
Information Literacy: Argosy University’s Information Literacy Tutorial was developed
to teach fundamental and transferable research skills, including selecting sources
appropriate for academic-level research, searching periodical indexes and search engines,
and evaluating and citing information. In the tutorial, students study concepts and
practice them through interactions. At the conclusion of each module, they can test their
comprehension and receive immediate feedback. Each module takes less than 20 minutes
to complete. Please view the tutorial at http://library.argosy.edu/infolit/
Academic Policies
Academic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrity
during the learning process, Argosy University requires that the submission of all course
assignments represent the original work produced by that student. All sources must be
documented through normal scholarly references/citations and all work must be
submitted using the Publication Manual of the American Psychological Association, 5th
Edition (2001). Washington DC: American Psychological Association (APA) format.
Please refer to Appendix A in the Publication Manual of the American Psychological
Association, 5th Edition for thesis and paper format. Students are encouraged to purchase
this manual (required in some courses) and become familiar with its content as well as
consult the Argosy University catalog for further information regarding academic
dishonesty and plagiarism.
Scholarly writing: The faculty at Argosy University is dedicated to providing a learning
environment that supports scholarly and ethical writing, free from academic dishonesty
and plagiarism. This includes the proper and appropriate referencing of all sources. You
may be asked to submit your course assignments through ―Turnitin,‖
(www.turnitin.com), an online resource established to help educators develop
writing/research skills and detect potential cases of academic dishonesty. Turnitin
compares submitted papers to billions of pages of content and provides a comparison
report to your instructor. This comparison detects papers that share common information
and duplicative languag
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Americans with Disabilities Act Policy
It is the policy of Argosy University to make reasonable accommodations for qualified
students with disabilities, in accordance with the Americans with Disabilities Act (ADA).
If a student with disabilities needs accommodations, the student must notify the Director
of Student Services. Procedures for documenting student disability and the development
of reasonable accommodations will be provided to the student upon request. Students will
be notified by the Director of Student Services when each request for accommodation is
approved or denied in writing via a designated form. To receive accommodation in class,
it is the student’s responsibility to present the form (at his or her discretion) to the
instructor. In an effort to protect student privacy, the Department of Student Services will
not discuss the accommodation needs of any student with instructors. Faculty may not
make accommodations for individuals who have not been approved in this manner. 23
The Argosy University Statement Regarding Diversity
Argosy University prepares students to serve populations with diverse social, ethnic,
economic, and educational experiences. Both the academic and training curricula are
designed to provide an environment in which students can develop the skills and attitudes
essential to working with people from a wide range of backgrounds.