EPSY 8334

Class 1 and 2 (Spring 2014)Heppner et al 3 -4

Pyrczak & Bruce 1-4

Science in Counseling Psychology

Are our interventions effective? Empirically Validated Treatments

Experimental studies- randomized clinical trials

Relations about psychological phenomena

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Class Goals Identify a research question Develop a research proposal that includes

An introduction/literature review that provides conceptual framework for research question based on theoretical/empirical literature

Methods to conduct study Participants Instruments to collect the data Procedures Analyses

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Class Goals Demonstrate skills necessary to

understand results sections of journals correlation, T-Test, ANOVAS MANOVAS

Regression, moderation/mediation analyses

Demonstrate knowledge regarding characteristics of articles that report results of randomized clinical trials: psychotherapy outcome studies

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Conceptualizing a Research Question

Three steps What do we know about the issue.What we do not know about the issue.How will the study bridge the gap.How what we know leads to the

questions in the study

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Identify Research Topics 4/8

1. Read, Read, Think Think…..

2. Identify/discuss ideas

3. Build on previous research

4. Identify research questions (Kiplinger

& Lee, 2001)

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Identify Research Topics 4/8

Identify:

5. Measurable constructs

6. Instruments to assess constructs

7. Participants

8. Statistical analyses

Literature: Replication vs. Guide

Use different operational definition of variable Add moderator or control variables Develop different way to test hypotheses Combine questions/strategies from several

studies Examine similar questions with a different

population Identify gaps weaknesses in previous work

that you will address in your study

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Research Proposal Describe your research interests in general,

broad terms. Identify testable research question(s) Identify the variables/constructs embedded in

the question Provide conceptual definitions for variables. Provide operational definitions for variables

Instruments

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Assumptions Research Paradigms

Ontology

Epistemology

Methodology

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Assumptions Research Paradigms

Ontology

Epistemology

Methodology

Branch of metaphysics that deals with the nature of being & reality

Branch of philosophy that investigates the origin, nature, methods, and limits of human knowledge

Relationship of Knower to Known

Procedures to gain knowledge about the world (reality – others)

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Assumptions Paradigms

Ontology

Epistemology

Methodology

Positivism

Post-Positivism

Constructivism

Critical Theory

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True or False??

1. The scientific method allows us to observe facts without bias.

2. Observations of psychological states measured with scores on an instrument always will include “true” and “error” measurement.

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True or False??

3. In research, the observed cannot be separated from the observer.

4. There is privileged and non-privileged knowledge.

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PositivismOntology

Epistemology

Methodology

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PositivismOntology Truth is universal, absolute; it can be

grasped/discovered

Human nature follows cause-effect laws

Epistemology Discover universal laws that govern nature and human behavior

Theories are reductionist

Methodology Scientific Method

Scientific method allows individuals to observe facts without bias

The observer is a “nuisance”16

Post- PositivismOntology Universal truths exist

Human nature follows laws

Nature of universe cannot be known

Probabilistic statements about truth: p value

Epistemology

Observations always = “truth” + “error”

Successive studies to approximate truth

Methodology

Scientific Method

Observations = true + error measurement

Researchers cannot be 100% objective

Scientific community arbitrates knowledge

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ConstructivismOntology Truth - purely objective reality does not exist

“Reality” & knowledge are socially constructed

Meanings given to an experience are more important than the experience itself

Epistemology

Knower and known cannot be separated

Knowledge is based on interpretations of observed interactions within a context

Methodo

logy

Hermeneutics – Interpretations- Qualitative

Dialectics – relation of investigator and participant- to understand constructions

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Constructivism--Critical TheoryOntology A purely objective reality does not exist

Knowledge is socially constructed – shaped by those in power

Epistemology

Knower and known cannot be separated

Observer’s location in social context biases observations

Methodology

Hermeneutics - Interpretations

Dialectics – relation of investigator and participant- to change constructions

Social Change --- Social Justice in CP

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True or False??

1. The scientific method allows us to observe facts without bias.

2. Observations of psychological states measured with scores on a test always will include “true” and “error” measurement.

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True or False??

3. The observed cannot be separated from the observer.

4. There is privileged and non-privileged knowledge.

Goals of Science Advance knowledge Make discoveries Increase our understanding of human

behavior, and Acquire facts about counseling (behavior)

Science vs. Practice-- ??

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Science Practice

Knowledge for its own sake

Academic freedom

Seeks to understand populations: probability

Individual differences: nuisance/confound

Knowledge for what it can accomplish

Public service

Seeks to understand individuals – 0 or 100%

Individual differences: focus of attention

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Testable Research Question (Kerlinger & Lee, 2000)

(a) Asks a Question

(b) About ……

(c) That …………

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Testable Research Question

(a) Asks a Question

(b) About the relation of two or more constructs (correlation/experimental)

(c) That can be measured in some way

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Types of Research Questions Descriptive

Describe what a phenomenon is like: Collect/Categorize Information- Survey

Difference Compare between two or more groups

Experimental Association - hypotheses

Correlation (association) Extent to which 2 or more continuous

psychological constructs vary together

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Research Questions (which analyses?)

Descriptive, Difference, Correlation

1. What are the levels of anxiety and career indecision reported by college men and women?

1. Do college women report higher levels of anxiety than college men?

2. Do college women report higher levels of career indecision than college men?

Research Questions (which analyses?)

Descriptive, Difference, Correlation

4. Among college students, are anxiety scores related to career indecision scores?

5. Do college students diagnosed with an anxiety disorder report higher levels of career indecision than college students without an anxiety disorder ?

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Research Questions Descriptive, Difference, Correlation

6. Among college students, what is the combined and unique contribution of anxiety, self-esteem and optimism to career indecision?

7. Among college students, are there gender differences in the relation of anxiety to career indecision?

Moderation Question

6. Among college students, are there gender differences in the relation of anxiety to career indecision?

Among men, is anxiety related to career indecision? Is the relation + or -?

Among women, is anxiety related to career indecision? Is the relation + or -?

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Research Questions Descriptive, Difference, Correlation

8. Is career indecision –CDS-- a multifactorial or a one-dimensional construct?

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Report to

Types of Variables

Categorical Discrete groups: gender, depressed

diagnosois Continuous Interval Scale (equal intervals)

Temperature, money, days Continuous Ordinal

Rank ordered – Likert Scales

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Types of Research Questions Descriptive

Describe what a phenomenon is like: Collect/Categorize Information - Survey

Difference Compare: Between-groups Independent variable: categorical and

status or experimental Correlation

Extent to which 2 or more continuous psychological constructs vary together

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Analyses: Descriptive Collect/Categorize Information - Survey

Means, SD Mean score in standardized test by groups Mean score in opinion survey by groups

Proportions of populations/groups Percentage of high school graduates who attend

college, by ethnic group, Percentage of college students who graduate in 6

years or less, by gender

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Stat. Analyses: Difference Compare means in continuous variables

between two or more groups: t-test, ANOVA, MANCOVA- Experimental- DV is categorical and

manipulated

Non-experimental- DV is categorical and status variable (not manipulated)

Descriptive Q. vs. Difference Q. -- Hypothesis

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Analyses: Difference African American depressed adults who

receive culturally infused CBT will obtain lower post-test scores in the Beck Depression Inventory(BDI) than their counterparts who receive traditional CBT.

Experimental or Non-Experimental ?

IV DV

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Analyses: Difference African American depressed adults who

receive culturally infused CBT will obtain lower post-test depression scores (Beck Depression Inventory-BDI) than their counterparts who receive traditional CBT.

Experimental or Non-Experimental ? Random assignment to treatment groups

IV Treatment Groups: CICBT --- TCBT DV Scores in BDI

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Analyses: Difference - T-Test

Treatment(Random assignment)

BDI Post test Mean SD

Culturally Infused CBT

10.3* 5.3

Traditional CBT 15.1 6.2

*p<.05; Possible range of scores BDI = 1-20

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Analyses: Difference Women will obtain higher BDI scores at

post-test than men (regardless of treatment group)

Experimental or Non-Experimental ? IV DV

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Analyses: Difference Women will obtain higher BDI scores at

post-test than men (regardless of treatment group)

Experimental or Non-Experimental ? Gender – status variable, no random assignment

IV Gender - DV BDI scores

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Analyses: Difference - T-Test

Client’s Gender

BDI Post-Test Mean SD

Men 11.5ns 5.2

Women 12.3 6.5

Possible range of scores BDI = 1-20

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2X2 ANOVA: Treatment and Client Gender Differences in Depression

IVsDV

Post Test BDI Scores F statistic

Treatment T I vs. T2 (CI-CBT vs. Trad CBT)

Main Effect*

Client Gender Male vs. Female Main Effect

Treatment x Gender

MeanT1/Male MeanT2/Male T1/Female T2/Female

Interaction Effect*

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Does Gender Moderate the treatment effects?

Gender

BDI Post-Test CI CBT

BDI Post-Test Trad-CBT

Male 11.8* 16.5

Female 12.5ns 13.1

*p<.05; Possible range of BDI = 0-20

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2X2 ANOVA: Treatment and Client Gender Differences in Depression

Independent Variable

Parenting Rating Scale

Treatment CI-CBT Trad-CBT

10.3* 15.1

C Gender Male Female

11.5 12.3

Treat. X Gen* NS

Treatment X Cl Gender Interaction

Cl Gender Treatment

CI-CBT Trad.-CBT

Male 11.8* 16.5

Female 12.5 13.1

* p<.05

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Analyses: Difference Mothers who are diagnosed with clinical

depression (BDI>16) will obtain lower scores in parenting skills (Parenting Skills Rating Scale: PSRS) than mothers who are not clinically depressed (BDI<16).

Experimental or Non-Experimental? IV DV

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Analyses: Difference Mothers who are diagnosed with clinical

depression (BDI>16) will obtain lower scores in parenting skills (Parenting Skills Rating Scale: PSRS) than Mothers who are not clinically depressed (BDI<16). .

Experimental or Non-Experimental?

Status variables- no randomnization IV Depression group: Yes vs. No DV Score in Parenting SRS

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Analyses: Difference - T-Test

Clinically Depressed

Parenting Skills Rating Scale Mean SD

Yes 2.3* 1.4

No 3.8 1 .1

*p<.05; Possible range of PSRS = 1-5

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Analyses Differences: 2 IVs Are there differences in scores in the Parenting

Skills Scale among mothers (a) who are depressed or non depressed (b) and who have a partneror not?

Does partner status moderate (makes a difference in) the association of mothers’ depression diagnosis to scores on parenting skills ratings?

IVs DV

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Analyses Differences: 2 IVs Are there differences in scores in the Parenting

Skills Scale among mothers (a) who are depressed or non depressed (b) and who have a partner or not?

Does partner status moderate the relation of

mothers’ depression status to scores on parenting skills ratings?

IVs partner status (Mod)- depression diagnosis DV parenting skills

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2X2 ANOVA: Depression Diagnosis and Partner Status in Parenting Skills (n=100)

IVsDV

Parenting Skills F statistic

Depression Status (n=50)

Yes vs No (n=50 and 50)

Main Effect*

Partner Status(n=50)

Partner vs No Partner (n=50 and 50)

Main Effect NS

Depression x Partner Status

Partner ---- DY vs DN

No Partner ---- DY vs DN

Interaction EffectNS

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Mothers’ Depression Diagnosis and Marital Status differences in Parenting Skills means

Independent Variable

Parenting Rating Scale

Depression Yes No

2.3* 3.8 Partnerl S Partner No Partner

3.1 2.9

Dep X Partner S NS

Depression X Marital Status Interaction

Partner S Mom Depression

Yes No

Partner 2.5* 3.6

No Partner 2.4* 3.4

* p<.0551

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External and Internal Validity

E I

Experimental

Field

E i

Correlational/

Descriptive

Field

e I

Experimental

Laboratory

e i Correlational/

Descriptive

Laboratory

Clinical Trials

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Fill in the Blanks

The best research design is:

What type of design is used in the randomized controlled clinical trials used to examine therapy outcome?