Research Methodology MCPY 815 Lecture 1 2024 PDF

RESEARCH METHODOLOGY MCPY 815  LECTURE 1 Scientific and Ethical Foundations of Research OUTLINE Orientation of Course Activities Scientific and Ethical Foundations of Research COURSE DESCRIPTION This course advances a framework, a process, and...

RESEARCH METHODOLOGY MCPY 815  LECTURE 1 Scientific and Ethical Foundations of Research OUTLINE Orientation of Course Activities Scientific and Ethical Foundations of Research COURSE DESCRIPTION This course advances a framework, a process, and compositional approaches for designing a research proposal for qualitative, quantitative, and mixed methods research in the clinical psychology. This course will contain philosophical assumptions for qualitative and quantitative research methods, a review of the literature, an assessment of the use of theory in research approaches, and reflections about the importance of writing and ethics in clinical psychology. The key elements of research process will be addressed by writing an introduction, stating a purpose for the study, identifying research questions and hypotheses, and advancing methods and procedures for data collection and analysis in the clinical settings.  OBJECTIVES To provide students with knowledge and understanding of quantitative and qualitative research methodologies. To encourage the identification of a chosen methodology for the student’s own research project. To establish the significance of theoretical background in research as grounded theory Identify and formulate appropriate qualitative research questions and interview questions. Utilize different types of probes to gather more insightful qualitative data through individual interviews and focus group discussions. Use different styles of presenting qualitative research results, and will consider different ways in which qualitative data is used in practice Apply different styles of presenting quantitative research results, and will consider different ways in which quantitative data is used in practice  Aligned Course Learning Outcomes (CLOs) PLOs* 1 Knowledge and Understanding 1.1 Identify concepts related to different quantitative and qualitative K1 research methodologies 2 Skills : 2.1 Compare the benefits and disadvantages for the application of S1 different research methodologies in Clinical Psychology. 2.2 Select appropriate research methodology, participants, variables, S2 instruments, and analyses to answer the research question according to the international standards. 2.3 Design the appropriate research methodology in a professional S3 manner 2.4 Analyze and interpret the data related to research methodology S4 used (qualitative or quantitative) while applying statistical analyses. 3 Values: 3.1 Comply with the standard practice regulation and commitment to V1 the professional Ethics for conducting research. 3.2 Continuous self-learning of psychological research to prepare the V2 students for independent practice and professional growth. COURSE CONTENT & TIMETABLE Scientific and Ethical Foundations of Research Quantitative Research: Experimental Research, Correlational Research, Observational Research, Survey, Case Study Qualitative Research:  Content Analysis,  Phenomenology,  Grounded Theory Research Designs: Experimental Designs, Quasi Experimental Designs, Factorial Designs, Independent Measure Design, Repeated Measure Design, Pre-posttest Design, Before-after Design with Control Group, Before-after Two-way Blind Design Development of a Research Instrument: Item Pool Generation, Selection of Items, Item Analysis, Applications of Item Response Theory, Determining the Content Validity of the Instrument Research in Personality Method of Analysis Theory and Hypotheses Evaluation Research Writing a Research Proposal and Report and Guidelines of Report Writing from APA+ Research in Psychotherapy  Percentage of Week Total # *Assessment task Due Assessment Score Midterm Exam 8th week 20% 1 Writing research proposal 12th week 20% 2 3 Research Paper critique 14th week 20% 16th 40% 4 Final Exam week  Barker, C., Pistrang, N., Elliott, R. (2015). Research Methods in Clinical Psychology: An Introduction for Students and Practitioners. 3 Edition. ISBN: 978-1-118- rd 77319-2, September 2015 Wiley-Blackwell. Cozby, P. & Bates, C., (2019). Methods in Required Behavioral Research.14th edition. ISBN-13: Textbooks 9781260205589. McGraw-Hill Education. R EF ER ENC Patten, M., & Newhart, H., (2017). E BOOKS Understanding Research Methods: An Overview of the Essentials. 10th New R EQUI R ED edition. ISBN: 0415790522. Publisher: Routledge. F OR THI S Essential Reference Kazdin, A. E. (2010). Research design in clinical psychology (4th ed.). Boston, MA: Allyn and Bacon C OUR S E Materials Students can find extra learning materials through blackboard Electronic Creswell, J. W. Research design: Qualitative, Materials quantitative and mixed methods approaches. 5th Ed. Thousand Oaks, CA: Sage, 2018. ISBN: 978-1-5063-8670-6 Other Learning SDL (Saudi Digital Library) Materials Distribution of Grades 100-95 A+ 94-90 A 89-85 B+ 84-80 B 79-75 C+ 74-70 C 69-65 D+ 64-60 D Below 60 F  RESEARCH AND CLINICAL PSYCHOLOGY The field of clinical psychology has a rich history of empirical research across a number of domains: assessment diagnosis psychotherapy experimental psychopathology The founder of clinical psychology, Lightner Witmer, established the first psychology clinic and training program in 1896. Later, Witmer founded and edited the first scientific and professional journal for the developing field, Psychological Clinic.  Describe Describe the purpose of a research proposal. Explain Explain the empirical cycle and how it applies to the research proposal. List and explain List and explain different research methodologies pertaining to participants, variables, procedure and analyses. Explain Explain the use of different methodologies Compose Compose a research question and formulate hypotheses to match. Select appropriate research methodology, participants, Select variables, instruments, and analyses to answer the research question. Operationalize Operationalize research hypotheses and describe them using the terms that match the selected instruments. Plan Plan for research, factoring in research participants, instruments, analyses, and time. Write Write a theoretical framework that matches with research question and hypotheses.  DEFINITION The Oxford English Dictionary’s definition of ‘‘research’’ serves as a good working definition. It is: ‘‘A search or investigation directed to the discovery of some fact by careful consideration or study of a subject; a course of critical or scientific enquiry.’’ Methodical aspect A critical or detached attitude Rational and empirical investigation Process of Discovery Facts DEFINITION OF RESEARCH It is understood as systematic, controlled, empirical and critical investigation of hypothetical statement on presumed relationships among phenomenon.  Controlled—minimize effects of other variables---quantify the impact in social sciences Rigorous– procedure are relevant, appropriate and justified C H A RAC T E R I S T I C Systematic-- procedures must be in S O F R E S E A RC H logical sequence Valid and verifiable– conclusion is correct and can be verified by you and others Empirical--- conclusion based upon evidence gathered from information gathered from real life or observation Critical – process of investigation must be free from drawbacks  EMPIRICAL CYCLE The scientific method is a method of acquiring knowledge that uses observations to develop a hypothesis. Hypotheses are used to make logical predictions that can be empirically tested by making additional, systematic observations. Typically, the new observations lead to a new hypothesis, and the cycle continues EMPIRICAL CYCLE EMPIRICAL CYCLE  OBSERVATION: At this phase an idea is sparked for proposing a hypothesis. Anything that we find interesting, and we want to explain. It can be a personal observation, an experience that somebody else shares with you, Generally, observations come from previous research findings; which are systematically obtained. During this phase empirical data is gathered using observation. For example: a particular species of flower bloom in a different color only during a specific season.  INDUCTION: Inductive reasoning is then carried out to form a general conclusion from the data gathered through observation. In the induction phase this relation, observed in specific instances, is turned into a general rule. That's what induction means, taking a statement that's true in specific cases, and inferring that the statement is true in all cases, always.  INDUCTION: For example: As stated above it is observed that the species of flower blooms in a different color during a specific season. A researcher may ask a question “does the temperature in the season cause the color change in the flower?” He can assume that is the case, however it is a mere conjecture and hence an experiment needs to be set up to support this hypothesis. So, he tags a few set of flowers kept at a different temperature and observes if they still change the color? In the induction phase, inductive reasoning is used to transform specific observations into a general rule or hypothesis.  DEDUCTION: This phase helps the researcher to deduce a conclusion out of his experiment. This has to be based on logic and rationality to come up with specific unbiased results. In the deduction phase, we deduce that the relations specified in the general rule should also hold in new, specific instances. From our hypothesis, we deduce an explicit expectation or prediction about new observations. For example: In the experiment, if the tagged flowers in a different temperature environment do not change the color then it can be concluded that temperature plays a role in changing the color of the bloom.  TESTING: This phase involves the researcher to return to empirical methods to put his hypothesis to the test. The researcher now needs to make sense of his data and hence needs to use statistical methods to determine the temperature and bloom color relationship. If the researcher finds out that most flowers bloom a different color when exposed to the certain temperature and the others do not when the temperature is different, he has found support to his hypothesis. Please note this not proof but just a support to his hypothesis?? EVALUATION: An important phase to keep gaining knowledge. During this phase the researcher puts forth the data he has collected, the support argument and his conclusion. The researcher also states the limitations for the experiment and his hypothesis and suggests tips for others to pick it up and continue a more in-depth research for others in the future  The process of planning research is painstaking and often anxiety provoking, but effort put in here usually pays off later. Research questions can be either exploratory (open-ended) or confirmatory (hypothesis testing). Various databases can be used to locate relevant literature. KEY POINTS The planning process is iterative: feedback from colleagues, and own’s own second thoughts, mean that it is usual to take proposals through several drafts. Research should generally be question-driven rather than method-driven. The essence of planning good research is making the procedures fit the questions, rather than the other way around.  Topic is a broad area of interest. For example: “depression in children”, “marital communication”, or “something in the area of therapy process”. This is all that’s needed for the start of your project! During planning this will become more and more focused and lead to a specific research question. Tip: Keep a journal from the start of this project, where you can record ideas and the development of ideas. You can note thoughts, feelings, general reaction.  Next step is to narrow your topic down to specific research questions/hypotheses. This is important! From the questions you ask, methods of research will arise naturally. Step 1. formulate a few initial question that encapsulate what you wish to find out in the study. Step 2. Keep it simple,. Step 3. The question should educate you. Step 4. Form an initial question and start reading literature in this area! Step 5. Always make sure your question comes before the methodology.  ANY QUESTIONS Ethical Foundations of Research ETHICAL ISSUES IN THE CONDUCT O F P S YC H O LO G I C A L R E S E A RC H Preamble to the ethics code, Psychologists are expected to make “a personal commitment to lifelong effort to act ethically; to encourage ethical behavior by students, supervisees, employees, and colleagues; and to consult with others concerning ethical problems”.  Scientists’ professional competence and integrity is essential for ensuring high quality science  APA has formulated ethics codes on the basis of 5 general principles 1. Beneficence and non-maleficence 2. Fidelity and responsibility 3. Integrity 4. Justice 5. Respect for people’s rights and dignity Consequences of unethical practices; it Undermines scientific process Impede the advancement of knowledge Erodes the public’s respect for scientific and academic committees Legal and financial penalties  ETHICAL  Ethicalproblems can be ISSUES TO avoided only by planning carefully and consulting with CONSIDER appropriate individuals and BEFORE groups prior to doing the BEGINNING research. RESEARCH  Researchers Conduct research provide accurate in accordance Institutional information about with the approval the research to approved the board or the research host institution protocols.  factors that affect the The risk/benefit decision ratio regarding risk/benefit of research are; Nature of the Magnitude of Scientific value risk benefit of the research.  DETERMINING RISK Potential risks involve; Physical injury Social injury Mental and emotional stress  Evaluation of risks involve; Participant’s everyday activity Mental health Physical health Capabilities or characteristics  Minimal risk means that the harm or discomfort participants may experience in the research is not greater than what they might experience in their daily lives or during routine physical or psychological tests.  Dealing with risk To protect from social injury information should be anonymous or confidential Counseling should be provided if risk is more than minimal.  INFORMED CONSENT  Informed consent: it is a procedure in which researcher and participant enters into social contract. Researchers are ethical obligated to; Describe the research procedure clearly including purpose, duration and procedures Identify and inform participants any potential risk that might change willingness to participate Answer participant’s questions  APA standards for informed consent It should be in a language understandable by participants If they are legally incapable of giving consent- it should be taken from authority or care giver or best interest of the participants should be taken care of It should be documented.  Privacy: refers to the right of individual to decide how information about them is to be communicated to others  Decision regarding what is private and what is public is not always easy and should be made by taking following into account. Sensitivity of information Setting Method of dissemination of information  Deception:it can occur either through omission, the withholding of information, or commission, intentionally misinforming participants about an aspect of the research. Debriefing Psychologists provide information about the nature, results, conclusion of the research Debriefing about deception Need for deception Remove misconceptions Remove any harmful effects, leaving participant’s with positive feelings  Reporting research Psychologist do not fabricate data If significant errors discovered in the published data, they take reasonable steps to correct them and republish research  Plagiarism: producing another’s work or data as one’s own. Plagiarism can result from failure to use quotation marks around passages taken from a source It also occurs when individual fails to acknowledge secondary source (one that discusses other’s original work)  ANY QUESTIONS  CLO OF THE CHAPTER 3.1 Comply with the standard practice regulation and commitment to the professional Ethics for conducting research. REFERENCES Roberts, M. C & Ilardi, S. S. (2003). Handbook of Research Methods in Clinical Psychology. Blackwell Publishing Ltd: UK. Barker, C., Pistrang, N., Elliott, R. (2015). Research Methods in Clinical Psychology: An Introduction for Students and Practitioners. 3rd Edition. ISBN: 978-1-118- 77319-2, September 2015 Wiley-Blackwell. NEXT LECTURE Quantitative Research