EPSY 8334 Class 1 and 2 (Spring 2013) Heppner et al 3 -4 Pyrczak & Bruce 1-4.

EPSY 8334

Class 1 and 2 (Spring 2013)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

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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

Studies: 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)

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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

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?

Among women, is anxiety related to career indecision?

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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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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)

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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 Group: 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

T1 x Male T2 x Male T1 x Female T2 x Female

Interaction Effect

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Moderation Analyses

Gender

Mean BDI Post-Test CICBT TCBT

Male 11.8* 16.5

Female 12.5ns 13.1

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

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Analyses: Difference Hispanic mothers who are diagnosed with

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

Experimental or Non-Experimental? IV DV

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Analyses: Difference Hispanic mothers who are diagnosed with

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

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 Hispanic mothers (a) who are depressed or non depressed (b) and whose children are boys or girls?

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

IVs DV

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ns

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

Parenting Skills Scale among Hispanic mothers (a) who are depressed or non depressed (b) and whose children are boys or girls?

Does child’s gender moderate the association of mothers’ depression status to scores on parenting skills ratings?

IVs child’s gender (Mod) depression status DV parenting skills

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2X2 ANOVA: Depression Status and Child’s Gender Differences in Parenting Skills (n=100)

IVsDV

Parenting Skills F statistic

Depression Status (n=50)

Yes- No (n=50 and 50)

Main Effect*

Child’s Gender (n=50)

Boy vs Girl (n=50 and 50)

Main Effect

Depression x Gender

DY x Boy (25) DN x Boy (25)

DY x Girl (25) DN x Girl (25)

Interaction Effect

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Difference: Mothers’ depression and child’s gender differences in parenting skills means

Independent Variable

Parenting Rating Scale

Depression Yes No

2.3* 3.8

Gender Boys Girls

3.1 2.9

Dep X Gender NS

Depression X Gender Interaction

Gender Mom Depression

Yes No

Boys 2.5 3.6*

Girls 2.4 3.4*

* p<.0550

Difference: Mothers’ depression and child’s gender differences in parenting skills (DV)

Independent Variable

Parenting Rating Scale

Gender Mom Depression

Yes No

Boys 2.5 3.6*

Girls 2.4 3.4*

Does child gender moderate the association of Mom’s depression status to parenting skills? or

Does child gender moderate the difference in parenting skills between depressed and non depressed moms.

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Difference: Mothers’ depression and child’s gender differences in parenting skills (DV)

Independent Variable

Parenting Rating Scale

Gender Mom Depression Status

Yes No

Boys 2.5ns 3.6ns

Girls 2.4 3.4

Does mom’ depression status moderate the association of child's gender to parenting skills? or

Does mom’s depression status moderate the difference in parenting skills between moms of boys and moms of girls?

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Analysis: Correlation Questionscorrelation coefficient Pearson’s r

Among Hispanic mothers, are depression symptoms associated to parenting skills ?

IV DV Depression Symptoms- Scores in Beck

Depression Inventory Range of scores: 0 – 20 Parenting skills – Scores Parenting Skills

Rating Scale – Range of scores: 1-5

Parameters: Pearson r = .40* *p<.05 r2 = .16

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Analysis: Correlation -- Regression

Among Hispanic mothers, are depression symptoms and acculturation level associated to levels of parenting skills?

IV DV Depression Symptoms- Beck Depression

Inventory; range of scores – 1 – 20 Acculturation – Acc. Rating Scale: range 1-5 Parenting skills – Parenting Skills Rating Scale:

range of scores 1-5 Parameters: R2 =.20 and Beta Coefficients

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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?