1. PHLS Research in Counseling Psychology Spring Consuelo Arbona, Ph.D University of Houston Houston, Texas
CON

2. Description of the Course
Overview of research findings in counseling psychology including content areas of interest, summary of strategies utilized, and identification of persisting dilemmas and issues
Produce Research
Scientist-Practitioner Model:
Consume Research

3. Program’s Goals, Objectives, Competencies
Goal 2: Produce graduates who are knowledgeable of the foundational base of psychological science and are able to contribute to the empirical body of knowledge in the field of counseling psychology.
Goal 2: Objective A: Demonstrate substantial understanding of seminal research findings and methods in psychological science broadly, and counseling psychology specifically.

4. Program’s Goals, Objectives, Competencies
Goal 2: Objective B: Demonstrate ability to review/critique scholarly literature in terms of content, design, analyses, interpretation of results, and multicultural relevance or bias.
Competency B.1a (Goal 2): critically review psychotherapy outcome studies (RCT) including adequacy of research and statistical methods (internal/external validity) and practice implications of findings with diverse populations. Class objective 7c.
Benchmark: 70% grade in Class Exam

5. Program’s Goals, Objectives, Competencies
Goal 2, Objective C: Produce scientific findings and disseminate scholarly products in oral and written form that meet APA publication standards. (Formal evaluation of competencies: candidacy/ dissertation defenses).
Competencies…. Candidacy and Dissertation Defense
Draft of proposal for empirical study

6. Goal 2, Objective C: Competencies
Competency C.1 Introduction and literature review provides logical framework in support of research questions/hypothesis based on theoretical/empirical literature
Competency C. 2 Selects appropriate sample and research methodology
Competency C. 3 Implements correctly adequate statistical analyses
Competency C Articulates the implications/limitations of research findings and generalizability to diverse populations
Competency C. 5 Produces written scholarly product that meet APA publication standards
Competency C Presents clearly research aims, procedures, findings, and implications/limitations of research findings

8. PHLS 8334 Goals and Major Projects
Research Product
Draft of a proposal for/or paper of an empirical research study
Class Presentation of proposal or paper
Empirically Based Treatments
Class presentation of therapy approach and findings of randomized clinical trials regarding the selected approach (RCTs) (2 groups)
Critical Evaluation of one RCT published study per group
Exam: Critical Evaluation of an RCT paper (Competency assessment)

9. Topic 1: Empirical Study
Guide: Annotated Bibliography Class Activity
Report to class summary of 2 articles read
Starting on course week 3 (Jan 31), schedule for summary reports on 2 articles will be as follows:
 Week 3 ( Jan 31) – Students A, B Week 4 (Feb 03) – Students C, D,E
Week 5 (Feb 07) – Students A, B Week 6 (Feb 11) – Students C, D,E
Starting on Week 7 (February 28th), each week by Sunday midnight, students will send their weekly writing assignment (e.g. annotated bibliography) via to their subgroup (A, B C, D, E )copying the class instructor.
Guide: Research Proposal/Article Presentation and Paper

10. Topic 2:Therapy Outcome Research (EBT)
Guide Empirically Based Treatments (EBTs) Class Presentation and Article (RCT) Critique
Identify a therapy approach that has been examined in RCT(s) and that there is a meta-analyses review of RCTs for the therapy approach.
Class presentation about: (a) the therapy approach, (b) research findings about the treatment’s efficacy, and (c) critique of one RCT examining the efficacy of the treatment in terms of study’s internal and external validity (covered in class #4 February7).

11. Ongoing Class Discussions
Class Activity Guide: questions/instructions for each class
Student Facilitated Class Discussion Topics:
Empirically supported treatments, evidence based treatments, and evidence based practice. (Duncan, B.L., & Reese, R. J. , 2012; Wampold ; Wampold & Imel, 2015).
Research in Multicultural Psychology: Gender/sexual orientation (Moradi etal. 2009) and Socio - economic status (SES) (Diemer et al 2013) .
Ethics in Research (Heppner et al., 2008 Chapter 6)

13. Research Questions………….

14. Conceptualizing a Research Questions
Three steps:
What do we know
What we do not know
How will the study bridge the gap
Previous research questions lead to the question for my study

15. Testable Research Question
Asks a Question
About ……
That …………

16. Testable Research Question
Asks a Question:
About the association (causal or correlational)of 2 or more constructs
That can be measured/assessed

17. Process Describe research interests in general, broad terms.
Identify testable research question(s)
Identify the variables/constructs embedded in the question
Provide conceptual and operational definitions
Articulate a conceptual framework for proposed study that often leads to hypothesis

18. Types of Research Questions
Descriptive
Difference
Correlational

19. Descriptive Questions
Summarize/Categorize Information about variables
Require large samples that are representative of the population of interest (e.g. epidemiology)
Do not involve generation of hypothesis
Descriptive statistics (mean, sd, proportions)
No use of inferential statistics (no prediction involved)

20. Difference Questions Compare Means between groups
Hypothesis testing - Use of inferential statistics
Independent variable (IV): categorical
Experimental (manipulated)
Status (cannot be manipulated)
Dependent Variable (DV): continuous

21. Difference Questions: Descriptive vs. hypothesis testing
Goal: describe observations; do not require rational/hypothesis
e.g. Proportion of men and women who favor the republican vs. the democrat nominee
Difference questions for hypothesis testing require rational for expected differences
Depressed people will score higher in hopelessness than non- depressed people

22. Correlational Questions
Extent to which 2 or more continuous variables vary together
Cross-sectional; longitudinal
Pearson correlation coefficient r- bivariate correlation: strength and direction
r = r = r =. 50
Regression - multi IV’s
test combined contribution of several IVs to one DV
test unique contribution of each IV to the DV while controlling for the other IVs

23. Between Group Experimental Designs
Post-Test Only Control
Pre-Test -- Post-Test Control
Solomon Four Group (combination of 1 and 2)
Factorial Design
Dependent Sample Design (Matching)
Experimental

24. Treatments G e n d e r Women Treatment as Usual
Culturally Infused Treatment
Men
Culturally Infused treatment
G e n d e r

25. Between Group Experimental Designs
Post-Test Only Control
Pre-Test -- Post-Test Control
Solomon Four Group (combination of 1 and 2)
Factorial Design
Dependent Sample Design (Matching)
Experimental

26. Saul Rosenzweig ( )
1933 article, "The Experimental Situation as a Psychological Problem," helped usher in the field of experimental social psychology.
developed idea of common factors that lead to psychotherapy integration 1936 article.
experimental psychoanalysis.
played a central role in developing frustration theory, including the concept of frustration tolerance.
developed the idiodynamic approach to personality assessment in the late 1940s and elaborated on it until the end of his career. (events vs. traits)