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Instructor:
Email:
Phone:
Course Number:
Course Title:
Rajeswari (Raji) Natrajan-Tyagi, Ph.D.
rnatrajan@alliant.edu
949-833-2651 ext. 6027
PSY7302
Marriage and Family Therapy Research
Term and Year:
Units:
Grading:
Day:
Time:
Class Location:
Office Hours:
Fall 2008
3
Letter
Tuesdays
2.00 pm – 4:50 pm
Room 3
Wednesdays – 11.00 am – 4. 00 pm
──────────────────────────────────────────────────
I. Course Rationale:
The advancement of any clinical field depends on its ability to establish its credibility through
rigorous empirical research. Unfortunately, the field of MFT has been slow in valuing the
importance of such research. Most of its emphasis so far has been on developing therapeutic
models. Such models have owed their existence to the charisma and expertise of their respective
founders instead on the proof of their effectiveness and efficacy through research. In order to
serve our clients better and to establish the credibility of our field to stake holders outside of the
field like government agencies and insurance companies, we as clinicians must indulge in
research activities that will help us determine the most effective treatment strategies in MFT.
This course is designed to give you an overview of research methodologies in the field of MFT
and help you develop an appreciation for becoming a scientist-practitioner.
One of missions of the AIU Marriage and Family Therapy Program is to prepare graduate
students who are not only skilled in the theory and clinical practice of MFT but also have a
mastery over diverse research methods that prepare them to conduct empirical studies in the
field. This course is designed to accomplish AIU’s outcome objective for master’s level students
that specifies that students should be able to demonstrate knowledge of research designs and
procedures and their application to marriage and family therapy in a multicultural, international context.
II. Course Description, Student Learning Outcomes and Assessment:
A. Course Description
This course will give you an OVERVIEW of research methodologies in psychology and mental
health. Both qualitative and quantitative methodologies will be discussed and the strengths and
weaknesses of each method in researching MFT problems will be discussed.
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B. Purpose of the Course
Students will gain an understanding of the processes and outcomes of current research in marital
and family therapy, including qualitative and quantitative frameworks. (See also “Rationale”
above.)
C. Student Learning Outcomes and Course Objectives
The students will:
1. Acknowledge the importance of research in the field of MFT and develop an appreciation
for the scientist-practitioner model.
2. Understand the different worldviews that guide research and choose a worldview that will
fit their research question.
3. Develop proficiency at identifying and operationalizing research topics.
4. Describe both quantitative and qualitative research strategies in MFT and choose a
research design that is appropriate for their research question.
5. Know the key methodological issues associated with each design and discuss their
advantages and disadvantages.
6. Develop an understanding about the various methods of sampling, instrumentation and
data collection and become sensitive to cross-cultural issues in research.
7. Recognize and discuss ethical issues in MFT research.
8. Become familiar with the requirements of human subjects committee at Alliant
International University for conducting research.
9. Learn to critically evaluate research-based MFT journal articles.
10. Consolidate the ideas of the course into practice by preparing a research proposal in the
format provided by the IRB.
D. Instructional Strategy
The class will meet every week on Tuesdays for about 3 hours. This class will be a seminar-type
class. You will be assigned weekly readings and will be expected to do the readings prior to the
class meeting. Be prepared to discuss the content in class. The effectiveness of this class depends
on the level of your participation. The more issues you bring up in class for discussion and more
questions you raise, the better will be your learning and that of others. I will lecture on important
topics.
You will be evaluated using different kinds of assignments or activities in class that will cater to
different learning styles, for example, written papers, presentations, in-class activities and written
exam. Details about your course requirements are given below.
E. Integration of International/Multicultural Issues
There are several readings assigned (marked with an * in the course schedule) throughout the
course of the semester that address international, multicultural and diversity issues. Besides
assigned readings, class discussions and activities will include thoughtful discussions about
international/multicultural issues.
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F. Description of Course Requirements and Assessment Methods
Empirical Journal Article Critiques (30 points)
The goal of this assignment is two-fold: 1) to get you into the habit of reading empirical and
research-based articles in the field and 2) to help you develop skills to critically analyze research
articles that you read and in turn be able to critically analyze your own research. You will be
critiquing 10 empirical journal articles over the course of the semester that uses 10 different
research methods or approaches. The articles to be critiqued are available on Moodle. The criteria
to follow while critiquing each article will also be available on Moodle in the form of work
sheets. Be prepared to share your critiques in class. Each article critique will be worth 3 points.
Score rubric:
Following Instructions & Coverage of
Topics
1.5 points
Scores in this category will be represented as
0 -0.5 – no evidence
0.5 - 1 – minimal evidence
1 – 1.5 – clear evidence
Depth of critique & incorporation of class
material
1.5 points
Scores in this category will be represented as
0 – 0.5 – poor
0.5 - 1 – average
1 – 1.5 – good
Comprehensive Final Exam (30 points)
This will be an in-class, closed-book exam. The purpose of this exam is to help students
assimilate the information that they have learnt throughout the semester. All materials covered in
class will be included in the exam. You will have both objective type questions and questions
that require short answers. An exam guide will be given to you towards the end of the semester.
Research in Action (40 points)
Choose any ONE from the following three choices
1. Designing a Research Proposal (or)
2. The Scientific Practitioner’s Empirical Literature Review (or)
3. Conduct a Research Study (must get your research proposal approved by me)
This assignment will be done in four stages. Each stage is worth 10 points. You have to complete
each stage in order to get the full points. The first three stages will act as building blocks for the
final stage. You will be required to incorporate the feedback given during the first three stages in
the preparation of your final paper
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Stages
Stage 1
Due on Oct. 7th.
Stage 2
Due on Oct. 28th.
Designing a
Research Proposal
Introduction &
Literature Review
Introduction:
1. The problem or
issue you plan to
investigate,
2. The purpose
statement,
3. Your major research
question
4. The significance of
the problem or issue
that you are studying,
5. Definition of terms,
6. Your relationship to
the topic and
7. Your paradigm and
assumptions.
Literature Review:
1. A review of current
literature (3-5
empirical articles)
2. Strengths and
weaknesses of
previous research.
3. Identify and describe
gaps in the literature
building up to your
research question
Methodology:
1. Research questions
& hypothesis/Biases &
Assumptions
2. Variables in your
study.
3. Research design &
rationale for choice of
design.
4. Sample, sample size
& sampling strategy
5. Operational
definition of variables,
The Scientific
Practitioner’s
Empirical Literature
Review
Conduct a Research
Study
Introduction &
Literature Review
Introduction:
1. The clinical issue you
plan to investigate,
2. The purpose
statement
3. Your major research
question
4. The significance of
the problem or issue
that you are studying,
5. Definition of terms,
6. Your relationship to
the topic and
Literature Review:
1. A detailed review of
current literature (10 –
15 empirical articles)
3. Strengths and
weaknesses of previous
research.
3. Identify and describe
gaps in the literature.
4. Highlight significant
themes in current
literature that inform
your research question.
Data Collection/Data
Entry & Management:
1. Turn in a summary
of your recruitment
strategy, number of
surveys
collected/interviews
conducted, length of
interviews.
2. Summary of the
demographics of your
participants.
3. Quantitative study –
Data entered in SPSS
Qualitative data Sample of interview
transcriptions.
Methodology:
1. Methodologies used
in previous studies.
2. Variables analyzed.
3. A summary of
sample, sample size &
sampling strategy used
in previous studies.
4. Summary of
measures and/or type of
interview questions
asked.
5. Summary of
Data Analysis &
Results:
1. Quantitative data –
Summary of results,
Tables including
statistical results of
analysis,
Graphs/Diagram (if
any).
(Your proposal has to be
approved by me ahead of
time)
Qualitative data –
Sample of your
qualitative coding,
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Stage 3
Due on Nov. 18th.
Stage 4
Due on Dec. 2nd.
Measures (or)
interview questions
6. Recruiting technique
& Data collection
procedures
7. Data analysis
procedures
8. Limitations of the
study. Reliability and
Validity Issues.
- Ways to minimize
limitations.
- Implications of the
study.
IRB Application &
Informed Consent:
1. Fill out the
 IRB application
form,
 the risk
assessment
form (DE Form
4),
 Informed
consent,
 Assent form (if
applicable) &
 Consent for
video/audiotapi
ng.
Final proposal &
Presentation:
1. Incorporate
feedback given to you
and revise your final
proposal.
2. Follow APA
guidelines
3. You will make a
formal presentation
using PowerPoint for
no more than 20
minutes.
recruiting techniques &
data collection
procedures.
6. Summary of data
analysis techniques
used.
7. Summary of
limitations in
methodology.
summary of your
results including direct
quotes from
participants.
Discussion:
1. Discuss your findings
and how they will apply
to your clinical practice
(clinical implications).
2. Propose a plan on
how you will potentially
use the findings.
2. List research
questions that remain
unanswered and any
additional research
questions that you may
have (research
implications).
Discussion:
1. Discuss your
findings. State clinical
and research
implication.
2. Limitations of the
study.
3. Future research
questions.
Final paper and
presentation:
1. Incorporate feedback
given to you and revise
your final paper.
2. Follow APA
guidelines.
3. You will make a
formal presentation
using PowerPoint for no
more than 20 minutes.
Final paper and
presentation:
1. Include introduction
and literature review
from your proposal.
2. Incorporate
feedback given to your
results and discussion
and revise your final
paper.
3. Follow APA
guidelines.
4. You will make a
formal presentation
using PowerPoint for
no more than 20 min.
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.
Scoring rubric:
Each stage is worth 10 points. Scores in each category will be represented as
0 – 5 – Minimal evidence
5 – 8 – Fair evidence
8 – 10 – Clear evidence
Stage 1
Stage 2
Designing a Research
Proposal
The Scientific
Practitioner’s Emperical
Literature Review
Introduction & Literature
Review
Introduction:
- Clear statement of
significance of the problem
- Strong justification for
investigation,
- Clear definition of terms,
- Identification of a
worldview or paradigm.
Literature Review:
- Review of at least 3 – 5
empirical articles
- Logical sequence of ideas
building to the research
question,
- Review of current
literature,
- Analysis of strengths and
gaps in previous research.
Methodology:
- Clear identification of
research questions,
variables and hypothesis.
- Identification and
description of research
design,
- Clear rationale for the
design chosen.
- Clear Identification &
rationale for sampling
population, sampling
strategy, sample size &
criteria for selection of
participants.
- Clear operational
definition of variables
- Identification of measures
or instruments
- Discussion of reliability &
validity issues
- Clear description of data
collection procedure.
Introduction &
Literature Review
Introduction:
- Clear statement of the
clinical issue and its
significance.
- Clear definition of terms,
Literature Review:
- Review of at least 10 - 15
empirical articles
- Logical sequence of ideas
informing the research
question,
- Review of current
literature,
- Analysis of strengths and
gaps in previous research.
- Clear summary of the
significant themes in current
literature.
Methodology:
- Clear identification of
methodologies used in
previous studies.
- Identification of variables.
- Clear summary of
sample, sampling strategy &
sample size used in previous
studies.
- Clear summary of
recruiting techniques and
data collection procedures.
- Clear description of data
analysis strategies
- Clear discussion of
reliability & validity issues &
limitations in methodology.
Conduct a Research
Study
(Your proposal has to be
approved by me ahead of
time)
Data Collection/Data Entry
& Management:
- Evidence of effort put
into recruiting sample.
- Achieving desired sample
size.
- Clear description of
participants and their
demographics.
- Data Entry Quantitative
study – Accurate entry of
data in SPSS
Qualitative data Evidence of interview
transcriptions.
Data Analysis & Results:
Quantitative data – clear
summary of results,
accurate tables & report of
statistical significance,
inclusion of
graphs/diagrams.
Qualitative data – Evidence
of rigorous qualitative
coding, clear summary of
results including direct
quotes from participants.
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Stage 3
Stage 4
- Clear description of data
analysis strategies
- Identification of
limitations,
- Discussion of ways to
minimize the limitations,
- Discussion of implications
of study
IRB Application &
Informed Consent:
- Evidence of accurately
completing all the required
forms.
Final proposal &
Presentation:
- Overall quality of paper
- Clear evidence of
incorporating feedback
given by instructor on the
drafts.
- Following APA style.
- Quality of PowerPoint and
oral presentation.
- Sticking to time limit.
Discussion:
- Depth of reflection in
discussing findings.
- Clear description of clinical
and research implications.
- Thoughtful discussion on
potential use of findings.
Final paper and presentation:
- Overall quality of paper.
- Clear evidence of
incorporating feedback given
by instructor on the drafts.
- Following APA style.
- Quality of PowerPoint and
oral presentation.
- Sticking to time limit.
Overview of grading - Will be based on the following
Empirical journal article critique
Final exam
Research in Action
Stage I – (10 points)
Stage II - (10 points)
Stage III – (10 points)
Stage IV – (10 points)
Total Points
Grade breakdown
A
AB+
B
BC
D
F
30 points
30 points
40 points
100 points
95-100
90-94
86-89
83-85
79-82
70-78
60-69
59 and below
Discussion:
- Depth of reflection in
discussing findings.
- Clear identification of
clinical and research
implication.
- Clear identification of
limitations of the study and
research questions.
Final paper and
presentation:
- Overall quality of paper.
- Clear evidence of
incorporating feedback
given by instructor on the
drafts.
- Following APA style.
- Quality of PowerPoint
and oral presentation.
- Sticking to time limit.
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G. Course evaluation. As a requirement of the department you will be asked to fill out
quantitative course evaluation at the end of the semester. To better tailor the course to the needs
of the students, I will also conduct a midterm informal course evaluation. Your feedback is very
important to me and I request that you take part in this evaluation and fill it out sincerely.
III. Course Readings and Materials:
Required Texts:
1. Mertens, D. (2009). Research and evaluation in education and psychology: Integrating
diversity with quantitative and mixed methods. Thousand Oaks, CA: Sage.
2. Creswell, J. W. (2009). Research design: Qualitative, Quantitative, and mixed methods
approaches. Thousand Oaks, CA: Sage.
3. American Psychological Association. (2001). Publication manual of the American
Psychological Association (5th edition). Washington, D. C.: APA.
Other Required Readings:
A collection of journal articles are listed below. They are available as full texts on the library
database and you are responsible to obtain a copy of them. Chapters from outside your required
texts are scanned and uploaded on Moodle. You may print them out to have your own copy.
Other reading materials or handouts may also be given in class as required.
Journal articles to be downloaded from Alliant Library System:
1. Yick, A. G. (2007). Role of culture and context: Ethical issues in research with Aisan
Americans and immigrants in Intimate violence. Journal of Family Violence, 22, 277285.*
2. Adams, V., Miller, S., Craig, S., Sonam, Nyima, Droyoung, et al. (2007). Informed
consent in cross-cultural perspective: Clinical research in the Tibetan Autonomous
Region. Culture, Medicine & Psychiatry, 31(4), 445-472.*
3. Vaiva, G., Ducrocq, F., Meyer, P., Mathieu, D., Philippe, A., Libersa, C., & Goudemand,
M. (2006). Effect of telephone contact on further suicide attempts in patients discharged
from an emergency department: Randomised controlled study. British Medical Journal,
332(7552), pp. No Pagination Specified.
4. Kivlighan, D., Angelone, E., & Swafford, K. (1991). Live supervision in individual
psychotherapy: Effects on therapists’ intention use and client’s evaluation of session
effect and working alliance. Professional Psychology: Research and Practice, 22(6), 489495.
5. Haws, W. A., & Mallinckrodt, B. (1998). Separation-individuation from family of origin
and marital adjustment of recently married couples. The American Journal of Family
Therapy, 26, 293-306.
6. Kral, R., & Hines, M. (1999). A survey study on developmental stages in achieving a
competent sense of self as a family therapist. The Family Journal: Counseling and
Therapy for Couples and Families, 7(2), 102-111.
7. Harris, T. J., Pistrang, N., & Barker, C. (2006). Couples’ experiences of the support
processing depression: A phenomenological analysis. Psychology and Psychotherapy:
Theory, Research and Practice, 79, 1-21.
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8. Natrajan, R., Karuppaswamy, N., and Thomas, V. (2005). Adaptation of two family
therapy training instruments to culturally suit the Indian context. Cotemporary Family
Therapy, 27(3), 415-434.*
9. Bhui, K., & Mohamud, S. (2003). Cultural adaptation of mental health measures:
Improving the quality of clinical practice and research. The British Journal of Psychiatry,
183, 184-186.*
Chapter posted on Moodle
1. Sprenkle, D. & Piercy, F. (2005). Pluralism, diversity, and sophistication in family
therapy research. In D. Sprenkle & F. Piercy (Eds.), Research Methods in Family
Therapy, (pp. 3 - 18). New York, NY: The Guilford Press.
2. Heppner, P., Kivlighan, D. & Wampold, B. (2005). Science and training in counseling. In
P. Heppner, D. Kivlighan & B. Wampold, Research Design in Counseling (2nd edition),
(3 – 30). Belmont, CA: Wadsworth Publishing Co.
3. Kawahara, M. D. (2002). A multicultural awareness in research practices: A selfreflective process. In E. Davis-Russell (Ed.), Multicultural Education, Research,
Intervention, and Training (139-147). San Francisco, CA: Jossey-Bass.*
4. Kerlinger, F. (1986). Construct, variables and definitions. In F. Kerlinger, Foundations of
Behavioral Research, (pp. 26 – 41). New York, NY: Holt, Rinehart and Winston.
Recommended Texts:
1. Mertens, D. (2005). Research and evaluation in education and psychology: Integrating
diversity with quantitative and mixed methods. Thousand Oaks, CA: Sage.
2. Heppner, P., Kivlighan, D., & Wampold, B. (2005). Research design in counseling (3rd
edition). Belmont, CA: Wadsworth.
3. Sprenkle, D., & Peircy, F. (Eds.) (2005). Research methods in family therapy (2nd
edition). New York, NY: Guilford.
4. Patton, M. (2002). Qualitative research and evaluation methods (3rd edition). Thousand
Oaks, CA: Sage.
5. DeVellis, R. (2003). Scale development: Theory and application (2nd edition). Thousand
Oaks, CA: Sage.
IV. Policies and Procedures:
Classroom Environment: As adults and students of marriage and family therapy I assume that you will be
respectful of peers and have tolerance for differences. I hope that you will use diversity in people’s backgrounds and
opinions as learning opportunities and facilitate each other’s growth and learning in the classroom. Cell phones,
pagers, text messaging will be considered inconsistent with these values. Please turn them off during class sessions.
As an institution of higher education, Alliant International University has the obligation to combat racism, sexism,
and other forms of bias and to provide an equal educational opportunity. Professional codes of ethics (e.g., from the
APA for psychology students) and the Academic Code shall be the guiding principles in dealing with speech or
actions that, when considered objectively, are abusive and insulting.
Attendance/Lateness/Missed Assignments. Attendance will be taken during every class period to fulfill the
requirements of the financial aid office. If you miss or you are late for any class, you will be responsible for getting
notes from your colleagues and finding out about any announcements that may be made in class. If a student
develops a pattern of being late, he or she will not be eligible for an “A” in the course. If a student is absent from
class for two classes or more without a valid excuse, he/she will not be eligible for an “A” in the course. Students are
required to stay in class for the whole class period. If the student develops a pattern of leaving class early, he/she will
Page 10 of 15
be dropped a grade. There will be no make-up for assignments or tests unless you have a valid reason (e.g., medical
or family emergency, conference etc.) Please inform me ahead of time, if you know you have prior engagements so
that we can discuss other options. I expect timeliness in the submission of your assignments. Any assignment posted
after the specified time will receive 1 point penalty for every day that it is late. If the assignment is more than a
week late it will receive no points. If you are unable to post your study questions or turn in your assignments on
blackboard, you are expected to email me your discussion and/or assignment as an attachment before the specified
time. You have to be present for the in-class presentation to receive points for that project.
Responsibility to Keep Copies. Remember – it is good practice to keep copies of ALL major assignments/papers
you turn in. On rare occasions, work may be lost because of computer failure or other mishaps.
Academic Code of Conduct and Ethics. The University is committed to principles of scholastic honesty. Its
members are expected to abide by ethical standards both in their conduct and in their exercise of responsibility
towards other members of the community. Each student’s conduct is expected to be in accordance with the
standards of the University. The complete Academic Code, which covers acts of misconduct including assistance
during examination, fabrication of data, plagiarism, unauthorized collaboration, and assisting other students in
acts of misconduct, among others, may be found in the University Catalog. The University reserves the right to
use plagiarism detection software.
Policy on Plagiarism and Screening for Plagiarism: An act of plagiarism (defined on p. 56 of the University
catalog as “Any passing off of another’s ideas, words, or work as one’s own”) is considered to be a violation of the
University’s Student Code of Conduct and Ethics: Academic and will be addressed using the Policies and Procedures
outlined on pages 57-58 of the University’s 2005-2006 catalog. The instructor in this course reserves the right to use
computerized detection systems to help prevent plagiarism. Currently, Alliant International University subscribes to
Turnitin.com for purposes of plagiarism screening. By enrolling in this course, students agree that all assignments are
subject to submission for textual similarity review to Turnitin.com. Please note that any assignments or course
documents submitted to this service will be included as source documents for the restricted access database of
Turnitin.com which is exclusively used for the purpose of detecting plagiarism. You may indicate in writing to the
instructor by the end of the add/drop deadline for this course that you refuse to participate in the Turnitin.com
process, in which case the instructor can use other means to verify the originality of your work. Material identified as
plagiarized will be dealt with pursuant to University’s Student Code of Conduct and Ethics: Academic. Penalties for
plagiarism can be severe, up to and including expulsion from the University.
Disability Services & Requests for Reasonable Accommodation:
Requests for accommodation should be directed to the Office of Disability Services, preferably 3 weeks before the
semester begins to allow adequate time to implement any approved accommodations. If accommodations are
approved, the Disability Officer will provide written notification to the instructor. Irvine: contact Craig Brewer
x6007 .
Policy on Course Requirements During Religious Holidays
Alliant International University does not officially observe any religious holidays. However, in keeping with the
institution’s commitment to issues of cultural diversity as well as humanitarian considerations, students will not be
penalized when they are absent from classes on holy days. Students remain responsible for all material covered in
class, as noted above.
Resources for Obtaining Tutoring or Other Student Support Services
Tutors may be available to help students with course-based or exam-based needs. Contact the Director of Student
Support Services for information on obtaining tutoring or other student support services.
Problem-Solving Resources: If problems arise with faculty, other students, staff, or student support services,
students should use the University Problem Solving Procedures located on the web at
http://www.alliant.edu/academic/studentproblemsolving/Student_Grievance_Policy.pdf or contact the University
Ombudsperson at rkunard@alliant.edu.
Page 11 of 15
V. Course Schedule:
The following is the general structure and content of the course. Students should remember that
the exact content and schedule of the syllabus is subject to change without prior notice to meet
student, faculty, or other needs. We may spend more time on some topics as needed, and
conversely, may move more quickly over other topics.
Week One (Tues. 8/26)
Topic: What is research? Introduction to the course.
Reading: NO READINGS!
In- Class activity:
 A taste of research – creating a survey
Week Two (Tues. 9/2)
Topic: Current Status of Family Therapy Research
Worldviews and Paradigms in Research
Reading:
10. Sprenkle, D. & Piercy, F. (2005). Pluralism, diversity, and sophistication in family
therapy research. In D. Sprenkle & F. Piercy (Eds.), Research Methods in Family
Therapy, (pp. 3 - 18). New York, NY: The Guilford Press.
11. Heppner, P., Kivlighan, D. & Wampold, B. (2005). Science and training in counseling. In
P. Heppner, D. Kivlighan & B. Wampold, Research Design in Counseling (2nd edition),
(3 – 30). Belmont, CA: Wadsworth Publishing Co.
12. Kawahara, M. D. (2002). A multicultural awareness in research practices: A selfreflective process. In E. Davis-Russell (Ed.), Multicultural Education, Research,
Intervention, and Training (139-147). San Francisco, CA: Jossey-Bass.*
13. Chapter 1 – Creswell, J. W. (The selection of a research design)
In- Class Activity:
 Sharing research ideas
Week Three (Tues. 9/9)
Topic: Getting Research Started
Readings:
1. Chapter 2 – Creswell, J. W. (Review of the literature)
2. Chapter 3 – Creswell, J. W. (The use of theory)
In-Class Activity:
 Sharing research ideas
 Demonstration on how to use Alliant database for literature review
 APA guidelines.
Page 12 of 15
Week Four (Tues. 9/16)
Topic: Ethics in Research
Readings:
1. Chapter 4 – Creswell, J. W. (Writing strategies and ethical considerations)
2. Yick, A. G. (2007). Role of culture and context: Ethical issues in research with Aisan
Americans and immigrants in Intimate violence. Journal of Family Violence, 22, 277285.*
3. Adams, V., Miller, S., Craig, S., Sonam, Nyima, Droyoung, et al. (2007). Informed
consent in cross-cultural perspective: Clinical research in the Tibetan Autonomous
Region. Culture, Medicine & Psychiatry, 31(4), 445-472.*
In-Class Activity:
 IRB (Institutional Review Board) forms for protection of Human Subjects.
 Informed Consent
Week Five (Tues. 9/23)
Topic: Designing Research – Research purpose
Readings:
1. Chapter 5 – Creswell, J. W. (The introduction)
2. Chapter 6 – Creswell, J. W. (The purpose Statement)
In-Class Activity:
 Purpose Statement
Week Six (Tues. 9/30)
Topic: Designing Research – The research question
Readings:
1. Chapter 7 – Creswell, J. W. (Research questions and hypotheses)
In-Class Activity:
 Writing research question and hypotheses
 Article Critique
Stalker, C. A. & Fry, R. (1999) A comparison of short-term group and individual therapy
for sexually abused women. Canadian Journal of Psychiatry. 44 (2), 168-173
Assignments Due:
 Article critique #1
Week Seven (Tues. 10/7)
Topic: Quantitative Methods
Reading:
1. Chapter 8 – Creswell, J. W. (Quantitative methods)
2. Kerlinger, F. (1986). Construct, variables and definitions. In F. Kerlinger, Foundations of
Behavioral Research, (pp. 26 – 41). New York, NY: Holt, Rinehart and Winston.
In-Class Activity:
 Article critique
Causal Comparative design:
Orathinkal, J., & Vansteenwegen, A. (2006). The effect of forgiveness on marital
satisfaction in relation to marital stability. Contemporary Family Therapy, 28, 251-260.
Correlational design:
Page 13 of 15
Haws, W. A., & Mallinckrodt, B. (1998). Separation-individuation from family of origin
and marital adjustment of recently married couples. The American Journal of Family
Therapy, 26, 293-306.
Assignments Due:
 Article critique #2 & Article critique #3
 Research in Action – Stage 1
Week Eight (Tues. 10/14)
Topic: Quantitative Methods – Measurement & Cross-cultural Issues
Reading:
1. Chapter 8 – Creswell, J. W. (Quantitative methods)
2. Natrajan, R., Karuppaswamy, N., and Thomas, V. (2005). Adaptation of two family
therapy training instruments to culturally suit the Indian context. Cotemporary Family
Therapy, 27(3), 415-434.*
3. Bhui, K., & Mohamud, S. (2003). Cultural adaptation of mental health measures:
Improving the quality of clinical practice and research. The British Journal of Psychiatry,
183, 184-186.*
In-Class Activity:
 Article critique
Experimental design:
Vaiva, G., Ducrocq, F., Meyer, P., Mathieu, D., Philippe, A., Libersa, C., & Goudemand,
M. (2006). Effect of telephone contact on further suicide attempts in patients discharged
from an emergency department: Randomised controlled study. British Medical Journal,
332(7552), pp. No Pagination Specified.
Quasi-experimental design:
Kivlighan, D., Angelone, E., & Swafford, K. (1991). Live supervision in individual
psychotherapy: Effects on therapists’ intention use and client’s evaluation of session
effect and working alliance. Professional Psychology: Research and Practice, 22(6), 489495.
Assignments Due:
 Article critique #4 & Article critique #5
Week Nine (Tues. 10/21)
Topic: Qualitative Approaches
Reading:
1. Chapter 9 - Creswell, J. W. (Qualitative Procedures)
In-Class Activity:
 Article critique
Phenomenology:
Harris, T. J., Pistrang, N., & Barker, C. (2006). Couples’ experiences of the support
processing depression: A phenomenological analysis. Psychology and Psychotherapy:
Theory, Research and Practice, 79, 1-21.
Ethnography:
Inderbitzin, M. (2005). Growing up behind bars: An ethnographic study of adolescent
inmates in a cottage for violent offenders. Journal of Offender Rehabilitation, 42(3), 1-22.
Page 14 of 15
Assignments Due:
 Article critique #6 & Article critique #7
Week Ten (Tues. 10/28)
Topic: Qualitative Approaches
Reading:
1. Chapter 9 - Creswell, J. W. (Qualitative Procedures)
2. Mertens, D. (2005). Data collection. In D. Mertens, Research and Evaluation in
Education and Psychology: Integrating diversity with quantitative, qualitative and mixed
methods (2nd Ed.), (pp. 343 – 397). Thousand Oaks, CA: Sage Publications, Inc.
Class Activity:
 Article critique
Case Study:
Hirakata, P., & Buchanan-Arvay, M. (2005). Into the fire: Using therapeutic enactments
to bridge early traumatic memories of childhood sexual abuse. International Journal for
the Advancement of Counselling, 27(3), 445-455.
Narrative Inquiry:
Huber, M., Huber, J., & Clandinin, D. J. (2004). Moments of tension: Resistance as
expressions of narrative coherence in stories to live by. Reflective Practice, 5(2), 181198.
Assignments Due:
 Article critique #8 & Article critique #9
 Research in Action – Stage 2
Week Eleven (Tues. 11/4)
Topic: Mixed Methods
Reading:
1. Chapter 10 - Creswell, J. W. (Mixed methods procedures)
In-Class Activity:
 Article critique
Mixed Methodology:
Daley, C., & Onwuegbuzie, A. (2004). Attribution towards violence of male juvenile
delinquents: A concurrent mixed-methodological analysis. The Journal of Social
Psychology, 144(6), 549-570.
Assignments Due:
 Article critique #10
 Research in Action – Stage 2
Week Twelve (Tues. 11/11)
Holiday – Veteran’s Day
Week Thirteen (Tues. 11/18)
Topic: Data Analysis
In-Class Activity:
 Qualitative and Quantitative Data Analysis
Page 15 of 15
Assignments Due:
 Research in Action – Stage 3
Week Fourteen (Tues. 11/25)
Topic: Research in Action
In-Class Activity:
 Research in Action Presentations
Week Fifteen (Tues. 12/2)
Topic: Research in Action
In-Class Activity:
 Research in Action Presentations
Assignments Due
 Research in Action – Stage 4
Week Sixteen (Tues. 12/9)
Comprehensive Final Exam!