Argosy University, Chicago

Argosy University, Chicago COURSE SYLLABUS PP8499 CRP Proposal Development Fall 2010

Faculty Information: Faculty Name: Christopher Rector, Ph.D. Campus: Chicago Contact Information: Office Phone Number : 312-777-7725 E-Mail: [email protected] Office Hours: Room 1379; Mondays 0730am –0900 am, 0445pm-5:530pm; Tuesdays 0730 am – 10:00 am, and by appointment.

Short Faculty Bio: Dr. Rector received his doctorate in Counseling Psychology from Loyola University Chicago. Dr. Rector also earned an M.A. in Counseling Psychology from Northwestern University, Evanston, Illinois, and he has extensive experience working in community mental health and hospital settings in a variety of capacities. Dr. Rector’s clinical areas of interest include trauma, crisis, domestic violence, bereavement/loss, and training/supervision. Dr. Rector is also a published author in the field, and currently is Chair of an Argosy University Research Team dedicated to identifying differences regarding inpatient psychiatric hospitalization standards between different health care provider groups. He is also a member of the Argosy University Chicago CRP Task Force.

Course Description: The objective of this course is to teach students to develop a clinical research proposal that will be the basis for the required Clinical Research Project. The student is aided in locating and framing her/his research problem. The course then steps through the general preparation of the research proposal, including introduction, statement of the problem and purpose of the study, hypotheses or guiding questions, significance of the study, (preliminary) survey of the literature, research design and methodology, basic assumptions, limitations and delimitations, bibliography, APA style, and regulations on research with human subjects. An overview of qualitative research methodologies is also included.

Course Pre-requisites: PP7202 – Statistics and PP7203 – Research Methodology

Required Textbooks: AU Chicago IRB manual. Available on AU Chicago Library website.

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 Objectives: Course Objective Program Goal Method of Assessment Students will demonstrate understanding of, and Goal 4: Scientific Class discussions, competence in, the foundations of scientific Foundations mutual critiques; CRP methods and statistics. Students will demonstrate Goal 5: proposal written the ability to understand the logic and principles Scholarship installments of both quantitative and qualitative investigation. Students must be able to articulate a clinical Goal 4 –Scientific Class discussions, question and evaluate the psychological Foundations mutual critiques; CRP literature, especially with regard to empirical Goal 5: proposal written support from various assessment and Scholarship installments intervention techniques Students will demonstrate attitudes essential for Goal 5: Class discussions, continued learning, scholarly inquiry, and Scholarship mutual critiques; CRP integration of new research findings and the proposal written emerging body of knowledge of psychology as a installments field into their clinical practice. Students will critically evaluate and synthesize Goal 4 –Scientific CRP proposal written the relevant theoretical, clinical, and research Foundations installments literature, and use professional writing skills Goal 5 - appropriate for their scholarly work. Scholarship Identify and evaluate diversity issues related to Goal 3 - Diversity Class discussions, designing, evaluating, and conducting research. mutual critiques, proposal submission Identify and evaluate ethical issues related to Goal 4 –Scientific IRB Form, Consent designing, evaluating and conducting research, Foundations Form, Proposal Goal 5 - Submission Scholarship

Purpose: Additionally, given that this section involves students at varying stages of the CRP Proposal process (e.g., general topic area identified, research question and methodology specified, draft proposal written), this course section will be taught on a combination group and individual basis. Readings and additional consultation will be assigned to each student on an individual basis, all the textbooks listed below provide basis for direction. Individual meetings with the Instructor are required to monitor progress and discuss issues specific to each student’s CRP. Group meetings will be conducted for didactic purposes and for students to learn how to contribute research-based input to each other as colleagues. Assignments: Any assignments turned in late will automatically be assigned a lower grade than if turned in on time. Assignments are considered late if they are not turned in during the class time on the date the assignment is due.

1. Complete readings and contribute to weekly class questions and discussion: Comply with completing assigned readings when they are scheduled in the Course Outline. Evaluation of compliance with completing weekly readings will be based on student participation in in- class text-based and related discussion and on nature and quality of ongoing drafts of written material.

2. Read and offer in-class supportive critical feedback to other class members’ in-progress proposal drafts of parts of their CRP proposals.

3. Submit drafts of parts of CRP proposal according to due-dates .Type and reproduce them for class distribution (ideally distributed the week prior to in-class discussion of them).

4. DRAFT OF INTRODUCTION LIT REVIEW DUE WEEK 9.

5. CRP PROPOSAL, IRB FORM, CONSENT FORM, and ETHICS CERTIFICATE: Complete and submit by WEEK 14 a CRP proposal including the Introduction, Aims of the Study, Questions/Hypotheses and Methods Section (Participants, Measures, Procedures). Complete IRB form and Consent form. Submit certificate indicating that you have completed the on line ethics course. See 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 with your CRP proposal, you will also need to include this certificate when you submit your CRP proposal to the IRB. See “Rubrics for Evaluating CRP in-progress proposal section drafts and final CRP Proposal draft and for evaluating the scholarly research work represented by them,” below. (40%)

Class Participation Respectful and colleaguial participation with thoughtful contributions to each other’s projects are crucial in the CRP development procress. The instructor will note the thoughtfulness, relevance, and accuracy of discussion contributions. “Relevance” refers to being on topic and aware of others’ contributions to the discussion. My evaluation of your contributions as a reflection of your preparedness to address the learning objectives will constitute 15% of your final course grade.

Attendance: Missing classes will result in a lowered participation grade. If you must miss a class, please get the lecture/discussion notes from a classmate and with instructor arrange a remediation assignment. No more than two class sessions can be missed; more than two classes missed will lead to failing the course. Please turn off cell phones and pagers during class.

Tardiness: It is extremely important that students arrive on time to class. Tardiness at the start of the class, as well as after breaks will result in subtracting points from student’s overall performance

Professional Ethics: Students are expected to conduct themselves in a professional manner and to adhere to the ethical guidelines established by the American Psychological Association. Please reference the academic honesty and plagiarism statement elsewhere in this syllabus.

APA Manual: Read and the study the APA Manual. Pay particular attention to the sections that deal with constructing references, headings, how to write and phrase ideas, making tables, etc. This manual is the guide to the creation of all documents at Argosy University. Remember the APA manual is also a guide that addresses style issues, and goes beyond structure and format.

The following outlines specifications for the papers: One inch margins around, a cover sheet in APA form and style, and a page of references. Page numbers should start on the first page. The page numbers should appear on the top right margin without regard to the 1-inch margin rule. Be sure to adhere to the paper length requirement and due dates stated in each learning activity

Assignment Table: Week Topic Reading Assignment 9/6/10 No Class – Labor Day 1 Introduction to the course; 9/13 Choosing a CRP topic Overview of course; review of syllabus & course outline; preview of CRP Manual; go- round status report on your CRP topics. 2 Individual Meetings 9/20 3 Choosing a CRP topic and Cone and Foster Chapters Write draft of CRP 9/27 method 1, 2, 3 CRP Manual topic and why you are Sharing and discussion of Kazdin, Chapter 1 interested in it. For this CRP topics and research and all subsequent questions. Discussion of the assignments, make nature of the Introduction copies for the class. section and Aims of the Study statement. 4 Formulating the Aims of the Cone and Foster Chapters 4 Write draft of CRP 10/4 Study and Hypotheses or and 5 Questions/ Hypotheses Questions Read relevant CRPs in and Aims of the Study Choosing a chairperson and library. Describe the variables committee of the study – Sharing and discussing each Independent, members’ topics, research Dependent, questions and initial problem Moderating/Mediating. and aims of the study section. 5 Overview of CRP Proposal CRP Manual Revise Aims of Study 10/11 Writing the Introduction to Cone and Foster Chapter 6 and Research the study. Galvan Chapter 1 questions. Discussion of each members’ Read relevant CRP Introduction section. introductions in library Write outline of CRP Introduction.

6 Reviewing the literature Galvan Chapters 2, 3, 4, Revise and further 10/18 Continued sharing, Review A, B. develop outline of discussing and critiquing of Introduction, Aims and Introduction, Aims of the Hypotheses Study and Research Do initial review of Questions/Hypotheses measures. Send for sections of the CRP. copies of measures. 7 Research Methodologies Galvan Chapters 5, 6, Write outline of 10/25 Instructor reviews research Review D, E. methodology you will methodologies appropriate Kazdin, Chapter 5 use. for the CRP. Sharing of ideas Read Kazdin chapters for choosing a specific relevant to the methodology methodology. you are considering. Power analysis. 8 Review of the literature Galvan, Chapter 7, Lit Submit revision and 11/01 Research methodology Review F G. provide annotation of Read examples of CRPs the literature review with relevant outline. methodologies in the library Cone & Foster, Chapter 7 Revise and expand description of research methodology 9 Methods Section – Galvan, Chapter 9, 10, 11. INTRODUCTION 11/08 Participants Kazdin – Chapter 6 Subject AND LIT REVIEW Discussion of selecting a Selection and Assignment DUE group of participants for the study. Sharing of concerns Cone $ Foster, Chapter 8 . and problems in finding participants. Discussion of issues of bias in selection, issues of diversity, strengths and weaknesses of various methods of obtaining participants. 10 Measures Galvan, Chapter 12, 13, 14. Write description of 11/15 Cone & Foster, Chapter 9 participants. Include Instructor discusses types of Kazdin, Chapter 13 specific inclusion and measures that are appropriate exclusion criteria. for CRP and methods of obtaining measures. Sharing and discussion of concerns and problems in choosing and obtaining or developing measures. Continued discussion of issues encountered in writing the Introduction section. 11 Individual Meetings Write description of 11/22 each measure to be used. 12 Procedures Cone & Foster, Chapter 10, Write outline of 11/29 Presenting Results 11, 12 procedures. Continued development of Kazdin, Chapter 15 Write outline of data Introduction, Participants and analysis Measures sections Discussion of how to describe the research procedures used for the CRP. Discussion of issues in presenting the results of the study and qualitative and quantitative methods of data analysis. 13 Discussing the results Review IRB manual Complete online ethics 12/07 Research ethics Cone & Foster, Chapter 13, course and obtain IRB procedures Appendix A certificate Discussion and sharing of Kazdin, Chapters 16, 17 Write consent form ethical issues that may be Write IRB form encountered in doing your Complete Proposal CRP research. Review of APA ethical guidelines and IRB procedures. Review of on line ethics course. 14 Presentation of CRP CRP 12/14 Proposals PROPOSAL DUE Write abstract of CRP proposal for class Present CRP Proposals Grading Criteria: Your performance in this course will be based upon the assignments described above and class participation. Final grades will be determined as follows: Grading requirements Grading scale

Participation in text-based class discussion 15% A 100 – 93 Mutual weekly critiques and feedback 20% A- 92 – 90 In-progress written installments; quality of 25% B+ 89 – 88 thinking, writing, and scholarly research B 87 – 83 Submission of final CRP Proposal draft 40% B- 82 – 80 100 C+ 79 – 78 % C 77 - 73 Recommended Textbooks (On Reserve at the Library): C- 72 – 70 Cone, J.D. and Foster, S.L. (2006) Dissertations and theses from F 69 and below start to finish: Psychology and related fields. Washington D.C.: American Psychological Association. ISBN 1-55798-194-9.

Galvan, J.L. (2005). Writing the literature review: A guide for students of the social and behavioral sciences, 3rd ed. Glendale, CA.: Pyrczak Publishers.

Publication manual of the American Psychological Association (2010), 6th ed. Washington D.C.: American Psychological Association. ISBN1-4338-0561-8 (soft cover)

Kazdin, A.E. (2003) Research Design in Clinical Psychology. Boston MA; Allyn & Bacon, ISBN 0-205-3302-7 Soft cover

Recommended Texts:

Norcross, J., Beutler, L., & Levant, R. Eds. (2006) Evidence-Based Practices in Mental Health: Debate and Dialogue on the Fundamental Questions. Washington, D.C.:

Marshall, C. & Rossman, G.B. (1999) Designing qualitative research. Thousand Oaks, Ca: Sage Publications.

Creswell, J.W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches, Third edition. Thousand Oaks, CA .: Sage Publications.

Locke, L.F., Spirduso, W.W., & Silverman, S.J. (2000). Proposals that work: A guide for planning dissertations and grant proposals, fourth edition .Newbury Park, CA.: Sage Publications.

Pan, M.L. (2008). Preparing literature reviews: Qualitative & quantitative approaches, third edition Glendale, CA.: Pyrczak Publishing. Hart, C. (1998) Doing a literature review: Releasing the social science research imagination. Thousand Oaks, CA: Sage Publications.

Pyrczak, F. (2005). Evaluating research in academic journals, third edition. Glendale, CA.: Pyrczak Publishing.

Mann, T. (2008). Informed consent for psychological research: Do subjects comprehending consent forms and understand their legal rights? In D.S. Bersoff (Ed.) Ethical conflicts in psychology, fourth edition (pp. 412-414). Washington, D.C.: American Psychological Association.

Bersoff, D.S. & Beresoff, D.N. (2008). Ethical perspectives in clinical research. In D.S. Bersoff (Ed.) Ethical conflicts in psychology, fourth edition. Washington, D.C.: American Psychological Association. .

Rosenthal, R. (2008). Science and ethics in conducting, analyzing, and reporting psychological research. In D.S. Bersoff (Ed.) Ethical conflicts in psychology, fourth edition. Washington, D.C.: American Psychological Association.

US Department of Health and Human Services (2008). Policy for protection of human research subjects. In D.S. Bersoff (Ed.) Ethical conflicts in psychology, fourth edition. Washington, D.C.: American Psychological Association.

Stanley, B., Sieber, J.E., and Melton, G.B. (2008). Empirical studies of ethical issues in research: A research agenda. In D.S. Bersoff (Ed.) Ethical conflicts in psychology, fourth edition. Washington, D.C.: American Psychological Association.

Lindsey, R.T. (2008). Informed consent and deception in psychotherapy research: an ethical analysis. In D.S. Bersoff (Ed.) Ethical conflicts in psychology, fourth edition. Washington, D.C.: American Psychological Association.

Choudhuri, D. (2005) Conducting culturally sensitive qualitative research. In M. Contantine and D. Sue (Eds.) Strategies for Building Multicultural Competence in Mental Health and Educational Settings. Hoboken, NJ: John Wiley & Sons, Inc.

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.