Finish up APA style Ethics Ethics Psych 231: Research Methods in Psychology.

Finish up APA styleEthics

Psych 231: Research Methods in Psychology

Announcements

Exam 1: on Monday Mixture of multiple choice and short answer

University college writing help: http://www.ucollege.ilstu.edu/tutoring/writing/

Online CITI ethics training due week 5 http://psychology.illinoisstate.edu/jccutti/psych231/f13/fall2013ethics.html

APA style: Parts of a research report

• Abstract• Body

• Introduction• Methods

• Participants• Materials/Apparatus• Design• Procedure

• Results• Discussion

• References• The rest

• Authors Notes, Footnotes, Tables, Figures & Captions

Body

Discussion (interpreting the results) Relationship between purpose and results Theoretical (or methodological) contribution Implications Future directions (optional)

Reading checklist• Does YOUR interpretation or the authors' interpretation best

represent the data?

• Do you or the author draw the most sensible implications and conclusions?

• Writing checklist• Have you stated your most convincing argument?

• Do the conclusions follow straightforwardly from the results?

The references

References Author’s name Year Title of work Publication information

• Journal• Issue• Pages

Adolescent Depression 29 References

Barnett, P. A., & Gotlib, I. H. (1988). Psychosocial functioning and depression: Distinguishing among antecedents, concomitants, and consequences. Psychological Bulletin, 104. Beck, A. T. (1978). Beck Depression Inventory. San Antonio, TX: Psychological Corporation. Benoit, D., Vidovic, D., & Roman, J. (1991, April). Transmission of attachment across three generations. Paper presented at the Biennial Meeting of the Society for Research in Child Development. Benoit, D., Zeanah, C. H., & Barton, M. L. (1989). Maternal attachment disturbances in failure to thrive. Infant Mental Health Journal, 3, 185-202. Benoit, D., Zeanah, C. H., Boucher, C., & Minde, K. (1989). Sleep disorders in early childhood: Association with insecure maternal attachment. Journal of the American Academy of Child and Adolescent Psychiatry, 31, 86-93.

When something odd comes up, don’t guess. Look it up!

The rest

Authors Notes Footnotes Tables Figures and captions

These are used to supplement the text. To make a point clearer for the reader. Typically used for:

• The design• Examples of stimuli• Patterns of results

Ethics

Ethics – people should be treated as ends not means

Ethical Responsibilities in Research

Two basic categories of ethical concerns: Need to consider the rights of our participants in our

research Need to behave ethically as scientists and

practitioners

Ethical Responsibilities in Research

Two basic categories of ethical concerns: Need to consider the rights of our participants in our

research Need to behave ethically as scientists and

practitioners

Using humans in research

For the most part the researcher has the power• You know what is going to be

done to the participants• Participants may feel like

they have to do it• Consider the Milgram (1963) study

• demonstrated how far people may go to obey authorities

• This study itself exemplifies the need for strict rules of ethics

Consider ethics at each step Does the topic/idea for the research have some ethical issues

surrounding it? How are participants selected? What methods may be used on the participant population? What measurement techniques will be used? What design is appropriate? How are the data analyzed? How are the results reported?

Ethical Responsibilities in Research

Respect for persons – “All individual human beings are presumed to be free and responsible persons and should be treated as such in proportion to their ability in the circumstances.” Basic courtesy Informed consent Debriefing Avoid deception

Beneficence - ”Do good and avoid harm"

Protection from harm Cost/Benefits analysis Confidentiality

Justice – “Everyone is entitled to equal access to basic care necessary for living in a human way. “ Freedom from coercion Equal chances of participation

Belmont Report & APA’s code of ethics

http://www.apa.org/ethics/code/index.aspx

Informed consent

Information to allow a person to decide if they want to participate (sample in lab manual pgs 26-27) Basic purpose of the study Participation is voluntary Risks involved Benefits involved Rights to refuse or terminate participation

Assent - guardians if participants are not competent• e.g., children, developmentally disabled people

Using deception in research

Types Passive deception

• Withholding information about the study Active deception

• Deliberately misleading participants

Avoid it when possible Consider alternatives to deception

• Role-playing

When not possible to avoid Make sure that you are up front with all possible risks Potential results must be worth it Must debrief participants as soon as possible (either right after

participation or as soon as project is over)

Costs/Benefits analysis

Costs: all potential risks to the participants Physical harm Psychological harm Loss of confidentiality

Benefits: the “good” outcomes Direct benefits to participants Benefits to knowledge base Benefits to world at large

Institutional Review Board IRB Criteria

• Minimize risk• Benefits > Risks• Equal opportunity sampling• Informed consent• Documentation of consent• Data monitoring• Privacy & Confidentiality

Monitoring of ethics

On-line Ethics Training

CITI ethics training https://www.citiprogram.org/

Can take short “courses” on ethics Starting Jan. 2011 most 290, 390s (and probably some

PSY 331 classes) will require it (lasts for 3 years) Social/Behavioral Research Course, Basic Course Students conducting no more than minimal risk research

Starting 2 years ago, this is now a 231 assignment See the syllabus page for a link to the instructions for how

to sign on and take this training

Scientific Integrity

Fraud prevention Replication – repeat a research study to validate results Peer Review – critical analysis of research by peers in the

same area Plagiarism – taking credit for another’s work or ideas

• Avoided by citing the ideas or words of others

Two basic categories of ethical concerns: Need to consider the rights of our participants in our

research Need to behave ethically as scientists and

practitioners (Integrity, Fidelity & Responsibility)

Exam 1

Exam 1: 10% of final grade Short answer & multiple choice Covers – lectures, textbook, lab material

Textbook Chapters 1, 2, 3, 5, 8