1. EPSY 8334 Class 1 and 2 (Spring 2015) Heppner et al 3 -4 Pyrczak & Bruce 1&4

2. Science in Counseling Psychology Are our interventions effective?  Empirically Validated Treatments Experimental studies- randomized clinical trials Relations about psychological phenomena 2

3. 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 and/or reasoning  Methods to conduct study Participants Instruments to collect the data Procedures Analyses 3

4. Class Goals Demonstrate skills necessary to understand results sections of journals  correlation, T-Test, ANOVAS MANOVAS Regression, moderation/mediation analyses Ability to critique articles that report results of randomized clinical trials of psychotherapy efficacy (Goal 2 Competency B.1a) 4

5. 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 my study 5

6. 6 Identify Research Topics 4/8 1. Read, Read, Read Think….. 2. Identify/discuss ideas 3. Build on previous research 4. Identify research questions ( Kiplinger & Lee, 2001 )

7. 7 Identify Research Topics 4/8 Identify: 5. Measurable constructs 6. Instruments to assess constructs 7. Participants 8. Statistical analyses

8. Literature: 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

9. How process unfolds: Describe 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  How to assess/measure the construct Observations, Self-Report 9

10. 10 Assumptions Research Paradigms Ontology Epistemology Methodology 10

11. 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. 12 Assumptions Paradigms Ontology Epistemology Methodology Positivism Post-Positivism Constructivism Critical Theory 12

13. 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. 14 True or False?? 3. In research, the observed cannot be separated from the observer. 4. There is privileged and non- privileged knowledge. 14

15. Positivism Ontology Epistemology Methodology 15

16. 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

17. 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 Methodo logy Scientific Method Observations = true + error measurement Researchers cannot be 100% objective Scientific community arbitrates knowledge 17

18. 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

19. 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. 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. 21 True or False?? 3. The observed cannot be separated from the observer. 4. There is privileged and non- privileged knowledge.

22. 2005 Nobel Prize for Physiology or Medicine: Australia Dr. Barry J. Marshall (gastroenterologist) and Dr. J. Robin Warren (pathologist) 2005 1984 bacterium Helicobacter pylori Causes stomach inflammation, ulcers and cancers (80-90% of ulcers) Paradigm: stress  gastric acid  ulcers Old Treatment: drugs to block gastric acid Pharmaceutical Industry: Tagamet and Zantac were biggest profit earners. MDs: Stm. Ulcers was a chronic disease 22

23. Goals of Science Advance knowledge Make discoveries Increase our understanding of human behavior, and Acquire facts about counseling (behavior)  Science vs. Practice-- ?? 23

24. 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 24

25. 25 Testable Research Question (Kerlinger & Lee, 2000) (a) Asks a Question (b) About …… (c) That ………… 25

26. 26 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 26

27. Types of Research Questions Descriptive  Describe what a phenomenon is like: Collect/Categorize Information- Survey Designs Difference  Compare between two or more groups Experimental: manipulation of IV; random assignment to groups Non-experimental: no manipulation of IV; non- random assignment to groups Correlation (relation)  Extent to which 2 or more continuous variables vary together 27

28. 28 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?

29. 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 ? 29

30. 30 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?

31. Moderation Question 7. Among college students, are there gender differences in the relation of anxiety to career indecision?  Among men, is anxiety related to career indecision? Is the relation + or -?  Among women, is anxiety related to career indecision? Is the relation + or -? 31

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

33. Types of Variables Categorical  Discrete groups: gender, diagnosis (depressed vs. not depressed) Continuous Ratio Scale (equal intervals)  money, # of days, test score (0-100) Continuous Interval  Likert Scales 33

34. Types of Research Questions Descriptive  Describe what a phenomenon is like  Collect/Categorize Information -  Typically used in Surveys  Requires large samples that are representative of the population of interest  Do not involve generation of hypothesis  No use of inferential statistics 34

35. 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 35

36. Types of Research Questions Difference  Compare Means Between – groups Descriptive vs. Hypothesis testing purpose  Independent variable: categorical Experimental or Status (cannot be manipulated)  Dependent Variable: continuous 36

37. Stat. Analyses: Difference Compare means in continuous variables between two or more groups: t-test, ANOVA, MANCOVA-  Experimental- IV is categorical and manipulated  Stauts - DV is categorical and not manipulated  The IV is always continuous 37

38. Difference questions vs. Descriptive Questions? Difference questions for descriptive purpose do not require rational/hypothesis  Eg. Proportion of men and women who favor the republican vs. the democrat nominee Difference questions for hypothesis testing require rational for expected differences 38

39. 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 39

40. 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 Groups: CICBT --- TCBT DV Scores in BDI 40

41. 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 41

42. Analyses: Difference Women will obtain higher BDI scores at post-test than men (regardless of treatment group) Experimental or Non-Experimental ? IV DV 42

43. 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 43

44. Analyses: Difference - T-Test Client’s Gender BDI Post-Test Mean SD Men 11.5 ns 5.2 Women12.3 6.5 Possible range of scores BDI = 1-20 44

45. 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 Mean T1/Male MeanT2/Male T1/Female T2/Female Interaction Effect* 45

46. Does gender Moderate the treatment effects? Gender BDI Post-Test CI CBT BDI Post-Test Trad-CBT Male 11.8* 16.5 Female 12.5 ns 13.1 *p<.05; Possible range of BDI = 0-20 46

47. 2X2 ANOVA: Treatment and Client Gender Differences in Depression Independent Variable Parenting Rating Scale TreatmentCI-CBTTrad-CBT 10.3*15.1 C Gender Male Female 11.5 12.3 Treat. X Gen* Sig Treatment X Cl Gender Interaction Cl Gender Treatment CI-CBTTrad.-CBT Male11.8*16.5 Female12.513.1 * p<.05 47

48. Analyses: Difference Mothers who are diagnosed with clinical depression (BDI>16) will obtain lower scores in parenting skills (Parenting Skills Rating Scale: PSRS) than mothers who are not clinically depressed (BDI<16). Experimental or Non-Experimental? IV DV 48

49. Analyses: Difference Mothers who are diagnosed with clinical depression (BDI>16) will obtain lower scores in parenting skills (Parenting Skills Rating Scale: PSRS) than Mothers who are not clinically depressed (BDI<16).. Experimental or Non-Experimental?  Status variables- no randomnization IV Depression group: Yes vs. No DV Score in Parenting SRS 49

50. Analyses: Difference - T-Test Clinically Depressed Parenting Skills Rating Scale Mean SD Yes2.3* 1.4 No3.8 1.1 *p<.05; Possible range of PSRS = 1-5 50

51. Analyses Differences: 2 IVs Are there differences in scores in the Parenting Skills Scale among mothers (a) who are depressed or non depressed (b) and who have a partner or not? Does partner status moderate (makes a difference in) the association of mothers’ depression diagnosis to scores on parenting skills ratings? IVs DV 51

52. Analyses Differences: 2 IVs Are there differences in scores in the Parenting Skills Scale among mothers (a) who are depressed or non depressed (b) and who have a partner or not? Does partner status moderate the relation of mothers’ depression status to scores on parenting skills ratings? IVs partner status (Mod)- depression diagnosis DV parenting skills 52

53. 2X2 ANOVA: Depression Diagnosis and Partner Status in Parenting Skills (n=100) IVs DV Parenting Skills F statistic Depression Status (n=100) Yes vs No (n=50 n=50) Main Effect* Partner Status (n=100) Partner vs No Partner (n=50 n=50) Main Effect NS Depression x Partner Status Partner ---- DY vs DN No Partner - --- DY vs DN Interaction Effect NS 53

54. Depression Diagnosis, Marital Status and Parenting Skills m Independent Vs.Parenting Rating Scale Depression YesNo 2.3*3.8 Marital Status Partner No Partner 3.1 2.9 Dep X Partner S NS Depression X Marital Status Interaction Partner S Mom Depression YesNo Partner 2.5*3.6 No Partner 2.4*3.4 * p<.05

55. Types of Research Questions Correlation – Extent to which 2 or more continuous psychological constructs vary together – Pearson correlation coefficient r- bivariate correlation: strength and direction – 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 55

56. 56 External and Internal Validity E I Experimental Field E i Correlational/ Descriptive Field e I Experimental Laboratory e i Correlational/ Descriptive Laboratory Clinical Trials

57. 57 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?