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 2

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 3

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 4

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 5

6 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 )

7 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 8

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 9

10 Assumptions Research Paradigms Ontology Epistemology Methodology 10

11 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) 11

12 Assumptions Paradigms Ontology Epistemology Methodology Positivism Post-Positivism Constructivism Critical Theory 12

13 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. 13

14 True or False?? 3. In research, the observed cannot be separated from the observer. 4. There is privileged and non- privileged knowledge. 14

Positivism Ontology Epistemology Methodology 15

Positivism Ontology 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- Positivism Ontology Universal truths exist Human nature follows laws Nature of universe cannot be known Probabilistic statements about truth: p value Epistemo logy Observations always = “truth” + “error” Successive studies to approximate truth Methodol ogy Scientific Method Observations = true + error measurement Researchers cannot be 100% objective Scientific community arbitrates knowledge 17

Constructivism Ontology Truth - purely objective reality does not exist “Reality” & knowledge are socially constructed Meanings given to an experience are more important than the experience itself Epistemo logy 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 18

Constructivism--Critical Theory Ontology A purely objective reality does not exist Knowledge is socially constructed – shaped by those in power Epistemo logy Knower and known cannot be separated Observer’s location in social context biases observations Methodol ogy Hermeneutics - Interpretations Dialectics – relation of investigator and participant- to change constructions Social Change --- Social Justice in CP 19

20 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.

21 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) 22

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 23

24 Testable Research Question (Kerlinger & Lee, 2000) (a) Asks a Question (b) About …… (c) That ………… 24

25 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 25

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 26

27 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 ? 28

29 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? 30

Research Questions Descriptive, Difference, Correlation 8. Is career indecision –CDS-- a multifactorial or a one-dimensional construct? 31 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 32

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 33

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 34

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) 35

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 36

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 37

Analyses: Difference - T-Test Treatment (Random assignment) BDI Post test Mean SD Culturally Infused CBT 10.3* 5.3 Traditional CBT *p<.05; Possible range of scores BDI =

Analyses: Difference Women will obtain higher BDI scores at post-test than men (regardless of treatment group) Experimental or Non-Experimental ? IV DV 39

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 40

Analyses: Difference - T-Test Client’s Gender BDI Post-Test Mean SD Men 11.5 ns 5.2 Women Possible range of scores BDI =

2X2 ANOVA: Treatment and Client Gender Differences in Depression IVs DV 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 42

Moderation Analyses Gender Mean BDI Post-Test CICBT TCBT Male 11.8* 16.5 Female12.5 ns 13.1 *p<.05; Possible range of BDI =

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 44

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 45

Analyses: Difference - T-Test Clinically Depressed Parenting Skills Rating Scale Mean SD Yes2.3* 1.4 No *p<.05; Possible range of PSRS =

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 47 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 48

2X2 ANOVA: Depression Status and Child’s Gender Differences in Parenting Skills (n=100) IVs DV 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 49

Difference: Mothers’ depression and child’s gender differences in parenting skills means Independent Variable Parenting Rating Scale DepressionYesNo 2.3*3.8 GenderBoysGirls Dep X Gender NS Depression X Gender Interaction Gender Mom Depression YesNo Boys2.53.6* Girls2.43.4* * p<.05 50

Difference: Mothers’ depression and child’s gender differences in parenting skills (DV) Independent Variable Parenting Rating Scale Gender Mom Depression YesNo Boys2.53.6* Girls2.43.4* 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. 51

Difference: Mothers’ depression and child’s gender differences in parenting skills (DV) Independent Variable Parenting Rating Scale Gender Mom Depression Status YesNo Boys2.5 ns 3.6 ns Girls 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? 52

Analysis: Correlation Questions correlation 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 r 2 =.16 53

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: R 2 =.20 and Beta Coefficients s54

55 External and Internal Validity E I Experimental Field E i Correlational/ Descriptive Field e I Experimental Laboratory e i Correlational/ Descriptive Laboratory Clinical Trials

56 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?