1. Robin S. Rosenberg and Stephen M. Kosslyn
Abnormal Psychology
Second Edition
Chapter 4
Research Methods
Copyright © 2014 by Worth Publishers

2. Figure 4. 1 Steps of the Scientific Method Robin S
Figure 4.1 Steps of the Scientific Method Robin S. Rosenberg and Stephen M. Kosslyn: Abnormal Psychology, Second Edition Copyright © 2014 by Worth Publishers

3. Figure 4.2 Five Values of Correlation Robin S. Rosenberg and Stephen M. Kosslyn: Abnormal Psychology, Second Edition Copyright © 2014 by Worth Publishers

4. Figure 4.2 Five Values of Correlation Robin S. Rosenberg and Stephen M. Kosslyn: Abnormal Psychology, Second Edition Copyright © 2014 by Worth Publishers

5. Figure 4.2 Five Values of Correlation Robin S. Rosenberg and Stephen M. Kosslyn: Abnormal Psychology, Second Edition Copyright © 2014 by Worth Publishers

6. Figure 4.2 Five Values of Correlation Robin S. Rosenberg and Stephen M. Kosslyn: Abnormal Psychology, Second Edition Copyright © 2014 by Worth Publishers

7. Figure 4.2 Five Values of Correlation Robin S. Rosenberg and Stephen M. Kosslyn: Abnormal Psychology, Second Edition Copyright © 2014 by Worth Publishers

8. Figure 4.2 Five Values of Correlation Robin S. Rosenberg and Stephen M. Kosslyn: Abnormal Psychology, Second Edition Copyright © 2014 by Worth Publishers

9. Table 4. 1 Research Methods in Psychopathology Robin S
Table 4.1 Research Methods in Psychopathology Robin S. Rosenberg and Stephen M. Kosslyn: Abnormal Psychology, Second Edition Copyright © 2014 by Worth Publishers

10. Table 4. 2 Information Provided for Obtaining Informed Consent Robin S
Table 4.2 Information Provided for Obtaining Informed Consent Robin S. Rosenberg and Stephen M. Kosslyn: Abnormal Psychology, Second Edition Copyright © 2014 by Worth Publishers

11. Patients may respond differently to a question, depending on whether they read it or are asked it by an interviewer (Dell’Osso et al., 2002).
Figure 4.3 How the Question Is Asked Affects the Answer Robin S. Rosenberg and Stephen M. Kosslyn: Abnormal Psychology, Second Edition Copyright © 2014 by Worth Publishers

12. Table 4.3 Treatment-Related Variables Robin S. Rosenberg and Stephen M. Kosslyn: Abnormal Psychology, Second Edition Copyright © 2014 by Worth Publishers

13. Participants are randomly assigned to one of two groups, a treatment group and a wait-list control group (although a study could have more than two groups). Generally, the dependent variables, such as intensity of symptoms, are assessed before the treatment period begins, to obtain a baseline. After treatment ends (or after the equivalent number of weeks for the wait-list control group), the dependent variables are again assessed (and may also be assessed later for follow-up) and the data from the two groups are compared.
Figure 4.4 Comparing a Treatment Group to a Wait-List Control Group Robin S. Rosenberg and Stephen M. Kosslyn: Abnormal Psychology, Second Edition Copyright © 2014 by Worth Publishers

14. Comparing a more stringent definition of “improvement” (Figure 4
Comparing a more stringent definition of “improvement” (Figure 4.5a) to a more liberal one (Figure 4.5b) makes it clear that the exact criteria for improvement determine the particular height and shape of the curve for the dose–response relationship. Source: Lambert et al., 2001.
Figure 4.5 The Dose–Response Relationship Robin S. Rosenberg and Stephen M. Kosslyn: Abnormal Psychology, Second Edition Copyright © 2014 by Worth Publishers

15. Among 10,000 patients with various psychological disorders, half attained clinically significant improvement (that is, recovery) by the 21st session. Another 25% attained clinically significant improvement by the 40th session. However, most people in RCTs, or in therapy in general, receive far fewer than 40 sessions.
Figure 4.5 The Dose–Response Relationship Robin S. Rosenberg and Stephen M. Kosslyn: Abnormal Psychology, Second Edition Copyright © 2014 by Worth Publishers

16. Examining data using a lower standard of improvement—any positive change that was stable over time—and including patients who started out able to function reasonably well despite their disorder, yields different results: Half the patients attained this lower standard of improvement by the 7th session, with another 25% “improved” by the 14th session (Lambert, Hansen, & Finch, 2001).
Figure 4.5 The Dose–Response Relationship Robin S. Rosenberg and Stephen M. Kosslyn: Abnormal Psychology, Second Edition Copyright © 2014 by Worth Publishers

17. Table 4.4 Ethical Guidelines for Research on Experimental Treatments Robin S. Rosenberg and Stephen M. Kosslyn: Abnormal Psychology, Second Edition Copyright © 2014 by Worth Publishers