This Course Requires the Purchase of a Course Packet: YES NO s1

PP 7203 Research Methods Fall 2008 INSTRUCTOR: Steven A. Miller, Ph.D.

PHONE: 312-777-7658

EMAIL: [email protected]

FAX: (312) 777-7748

ALT PHONE: N/A REQUIRED TEXTS:

Title Handbook of Research Methods in Clinical Psychology Author(s) Philip C. Kendall, James N. Butcher, & Grayson N. Holmbeck (eds.) Copyright 1999 Publisher Wiley ISBN  ISBN-10: 0471295094  ISBN-13: 978-0471295099 Edition 2nd

This Course Requires the Purchase of a Course Packet: YES NO

Page 2 Argosy University COURSE SYLLABUS PP 7203 Research Methods

Faculty Information Faculty Name: Steve Miller Campus: Chicago Office: Room 1364 Telephone: (312) 279-3958 Email: [email protected] TA: Wendy Goetz TA E-mail: [email protected] Office Hours: T: 3:30 – 4:30 W: 10:00 – 12:00, 3:30 – 4:30 Th: 12:30 – 3:30

Short Faculty Bio: Prior to coming to Argosy, I taught at California State University, Fullerton, where my appointment was in the area of quantitative psychology. Prior to that, I completed a Ph.D. in social psychology at Loyola University Chicago. I also completed masters’ degrees in clinical psychology and statistics. My research has focused on the relationship between personality and emotion, as well as on statistical techniques for psychological research.

Purpose and Scope:

The purpose of this course is to provide you with the knowledge and skill required for the design of behavior research studies, and the evaluation of research results published in the professional literature.

This course aims to teach you the fundamentals of basic research in the social sciences: from generating a research idea, to reviewing the literature, to hypothesis derivation, to the initial design phase, to conducting the study, to writing up the results.

In learning about the basics involved with each of these steps, you will also learn to evaluate the merit of studies conducted by other researchers. Additionally, you should be provided with enough information about the research process so that you can independently generate a research project of your own. In fact, a good portion of the class will be devoted to providing you with the opportunity to present such a project, and be given feedback from your peers and the instructor. Beyond these exercises, you should also come to understand that research (and science) is a general approach to obtaining and validating new knowledge and, as such, is really a way of thinking about the world and about what constitutes “evidence” for any given proposition whether it is research or clinical in nature.

The course is designed to help you prepare for your CRP. Students are strongly encouraged to use the assigned paper as an opportunity to organize their thoughts and do some preliminary work on a topic that could develop into a CRP.

Course Pre-requisites: None Technology: Pentium III CPU/ Windows 98; 128MB RAM printer; Microsoft Office: Acrobat (full version); Microsoft Internet Explorer 5.5 (PC), 5.0 (MAC), or Netscape Navigator 4.08; Norton Antivirus.

Course length: 15 Weeks

Contact Hours: 45 Hours

Credit Value: 3.0

Course Competencies:

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 2) Critically evaluate published research results 3) Be aware of fundamental problems involved in research methods and of ethical ways of confronting these problems. 4) Be aware of the influence culture, ethnicity, class, and gender may have in influencing the research process. 5) Understand the appropriate use of outcome and process measures in clinical practice. 6) Understand a variety of research methods used in clinical research.

Course Requirements:

Description of Assignments:

Article Critiques: (Competency #2, 3)

Written summaries of evaluations of the strengths and weaknesses of assigned research studies are due most weeks as noted in the syllabus. In addition to those noted, students also respond to articles that their classmates select (See Presentations 1).

Research Papers: (Competency #1)

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. On the dates scheduled below, students will hand in short papers (3-4 pages) describing their research. Two short papers are required:

1) Paper #1 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 a) Restate the main questions as specific hypothesis to be listed. b) Provide a brief critical review of the relevant literature to support the need for the study. Use and 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. Describe the reliability and validity evidence of these measures, as well as provide enough detail for your reader to obtain them.

3) Research Proposal 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 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, KBH, and other required readings. Exams are closed book and closed notes.

Class Presentations: (Competency #2, 6)

1) You will be asked to present a research article to the class and lead class discussion on an article (about 1 hr, though may be adjusted based on class size) – this article should be related to your final project. You should provide your classmates and instructor with a copy of this article at least two weeks prior to the day of your presentation. Two students may not present on the same article, so there is an advantage to providing the article early. Your fellow students will write a one-page critique of your article and provide it to me by the start of class the day of your presentation. After class, I will provide you with the paper from your classmates.

2) 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 to the class.

Guidelines for preparation of research proposal:

Proposals should be written in APA style, should include a bibliography, and should not exceed 20 double-spaced, typed pages. A HARD COPY of your paper must be given to me.

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.

The format should be done in APA style and include:

Title Page Abstract Introduction Method Discussion- Since there will be no data, include in this section a critical assessment of your study as well as statistical analysis plan. References Appendix- If using any unknown measures. Consent Form

Accommodations for Students with Disabilities

It is the policy of the Argosy University/Chicago to make reasonable accommodations for qualified students with disabilities, in accordance with Americans with Disabilities Act (ADA). If a student with disabilities needs accommodations to complete the instructor’s course requirements, the student must notify the Director of Student Services. Procedure for documenting student disability and the development of reasonable accommodation will be provided to students 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. It is the student’s responsibility to present the form (at his or her discretion) to the instructor in order to receive the requested accommodations in class. In an effort to protect student privacy, Student Services will not discuss the accommodation needs of any students with instructors.

Academic Dishonesty/ Plagiarism Statement:

The University seeks to foster a spirit of honesty and integrity. Any work submitted by student must represent original work produced by that student. Any source used by a student must be documented through normal scholarly references and citations, and the extent to which any sources have been used must be apparent to the reader.

The University further considers resubmission of a work produced for one course in a subsequent course or the submission of work done partially or entirely by another to be academic dishonesty. It is the student’s responsibility to seek clarification from the course instructor about how much help may be received in completing an assignment or exam or project and what sources may be used. Students found guilty of academic dishonesty or plagiarism shall be subject to disciplinary action up to and including dismissal from the university.

Doctoral Program in Clinical Psychology

MISSION STATEMENT

The Doctoral program in Clinical Psychology at Argosy University/ Illinois School of Professional Psychology-Chicago Campus is an APA accredited program (APA, 750 First St. NE, Washington, DC 20002, 202-336-5500). This program is designed to educate and train students so that they may eventually be able to function effectively as clinical psychologists. To ensure that students are prepared adequately, the curriculum provides for the meaningful integration of theory, training and practice. The Clinical Psychology program at Argosy University/ Illinois School of Professional Psychology/ Chicago Campus emphasizes the development of attitudes, knowledge, and skills essential in the formation of professional psychologists who are committed to the ethical provision of quality services. Specific objectives of the program include the following:

 The training of practitioners capable of delivering diagnostic and therapeutic services effectively to diverse populations of clients in need of such treatment

 The development of mental health practitioners who understand the biological, psychological, and sociological bases of human functioning

 The training of practitioners who are capable of exercising leadership both in the health care delivery system and in the training of mental health professionals

 The preparation of mental health practitioners capable of expanding the role of psychologists within society

 The education of psychologists capable of working with other disciplines as part of a professional team

Required Texts:

Kazdin, Alan (2003). Research design in clinical psychology. Fourth Edition. Needham Heights, MA: Allyn & Bacon. ISBN: 0-205-3392-7

Kendall, P. C., Butcher, J. N., & Holmbeck, G. N. (Eds.). (1999). Handbook of research methods in clinical psychology (2nd ed.). New York: Wiley. ISBN: 0-471-29509-4 (Referred to as KBH in syllabus)

Other Readings

American Psychological Association. (2002). Ethical principles of psychologists and code of conduct. American Psychologist, 57, 1060-1073.

Consumer Reports. (1995, November). Mental health: Does therapy help? pp. 734-739.

Holmbeck, G. N. (1997). Toward terminological, conceptual, and statistical clarity in the study of mediators and moderators: Examples from the child-clinical and pediatric psychology literature. Journal of Consulting and Clinical Psychology, 65, 599-610.

Imber, S. D., Glanz, L. M., Elkin, I., Sotsky, S. M., Boyer, J. L., & Leber, W. R. (1986). Ethical issues in psychotherapy research: Problems in a collaborative clinical trials study. American Psychologist, 41, 137-146.

Jacobson, N. S., & Truax, P. (1991). Clinical significance: A statistical approach to define meaningful change in psychotherapy research. Journal of Consulting and Clinical Psychology, 59, 12-19.

Maher, B. A. (1978). A reader’s, writer’s and reviewer’s guide to assessing research reports in clinical psychology. Journal of Consulting and Clinical Psychology, 46, 835-838.

Seligman, M. E. P. (1995). The effectiveness of psychotherapy: The Consumer Reports study. American Psychologist, 50, 965-974.

Wilkinosn, L., and the Task Force on Statistical Inference (1999). Statistical methods in psychology journals: Guidelines and explanations. American Psychologist, 54, 594-604.

Articles for Critique (1 page each) TBA

#1 Meyer, B., Krupnick, J. L, Simmens, S. J., Pilkonis, P. A., Egan, M. K., & Sotsky, S. M. (2002). Treatment expectancies, patient alliance, and outcome: Further analyses from the National Institute of Mental Health Treatment of Depression Collaborative Research Program. Journal of Consulting and Clinical Psychology, 70, 1051-1055.

#2 Wilson, G., Fairburn, C., Agras, W., Walsh, B., & Kraemer, H. (2002). Cognitive-behavioral therapy for bullemia nervosa. Journal of Consulting and Clinical Psychology, 70, 267 279.

#3 Deblinger, E., McLeer, S., & Henry, D. (1990). Cognitive behavioral treatment for sexually abused children suffering post-traumatic stress. Journal of the American Academy of Child and Adolescent Psychiatry, 29, 747-752.

#4 Danner, D., Snowdon, D., & Friesen, W. (2001). Positive emotions in the early life and longevity: Findings from the Nun Study. Journal of Personality and Social Psychology, 80, 804-813. Class Schedule and Reading Assignments

Week Week of Topic Readings Assignment 1 9/1 Introduction Kazdin, Ch. 1 & 4 Reliability and KBH Ch. 1 Validity Maher (1978) 2 9/8 Validity Continued Kazdin, 2, 3, 4, 13 Info Sheet Assessing Research Consumer Reports (1995) Due Seligman (1995) 3 9/15 Ethics and Ethnicity Kazdin, Ch. 16 Paper #1 Due KBH Ch. 2, 3 Imber et al. (1992) APA (2005)

4 9/22 Statistical Methods KBH Ch, 4 Article Kazdin, Ch. 15 & 16 Critique #1 Wilkinson et al. (1999) Holmbeck (1997) 5 Study Week Article 9/29 Critique #2 Office Hours During Class

6 10/6 Midterm Kazdin Ch. 8, 10 Midterm Exam Progress Reports

Observational Research

Qualitative Research 7 10/13 Treatment Research KBH Ch. 13-17 Paper #2 Due Methods / Clinical Kazdin Ch. 5, 6, & 9 Significance Jacobson & Truax (1991) 8 10/20 Assessment KBH Ch. 6-10, 24, 25, 27, 28 Article Research Methods Kazdin, Ch. 12 Critique #3 9 10/27 Psychopathology KBH Ch. 18-20 Article Research Methods Critique #4 10 11/3 Article Presentations 11 11/10 Article Presentations 12 11/17 Article Presentations 13 11/24 Article Presentations

14 12/1 Paper Presentations

15 12/8 Final Exam Papers Due Wednesday by 4:30 The above schedule and procedures in this course are subject to change in the event of unforeseen circumstances, or if we decide to spend additional time on a few of the topics

Grading Criteria

Grading Scale Grading requirements A 100 – 93 Paper #1 10% A- 92 – 90 Paper #2 10% B+ 89 – 88 Research Critiques / 15% Presentation B 87 – 83 Midterm 15% B- 82 – 80 Final 15% C+ 79 – 78 Research Proposal 35% C 77 - 73 C- 72 – 70 D+ 69 – 68 D 67 – 63 D- 62 – 60 F 59 and below Libr ary 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 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 [email protected].

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.argosyu.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 language.

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.

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.

Student Information Sheet for Psychology 7203 – Research Methods Fall 2008

Name: ______Year in School: ______Phone number where you may be reached: ______E-Mail address: ______

Please list the psychology courses you have taken and your instructors: ______

Please list the methods/statistics courses you have taken here or elsewhere: ______

What do you hope to gain from this course? ______

What experience do you have with psychological research? ______

Tell me something interesting about yourself Please attach a photo of yourself ______