Research Methodology - American Counseling Association



Gannon University

Community Counseling Program

GCOU 603 Research Methodology

Three Credits

Spring Semester 2009

Wednesday 6-8:50pm PAC 2224

Timothy E. Coppock, PhD, LPC, PCC-S (Ohio)

Assistant Professor

coppock001@ gannon.edu

2229 Palumbo Academic Center

814.871.5793

Office Hours:

Tuesday (3:00-6:00)

Wednesday (2:00-5:00)

Thursday (2:00 – 5:00)

Or by Appointment

Psychology Department Office:

Undergraduate / Graduate Office: 2231 Palumbo Academic Center

814/871-7538 FAX 814/871-5511

Gannon web site: gannon.edu

The mission of Gannon University’s Community Counseling Program is to educate and train professional counselors who are committed to the wellness of individuals, families, groups, and the greater community. The philosophy of the program focuses on the development of the competencies required of professional counselors. The program is committed to (a) enhancing students’ knowledge of counseling theory and concepts; (b) developing strategies to facilitate human growth and development over the lifespan; (c) providing skills and training requisite of generalist entry-level counseling practitioners; (d) developing multicultural competencies; (e) promoting the development of sound legal and ethical decision-making skills; and (f) preparing individuals for national certification and professional licensure. Although students are typically drawn from the regional area, applicants with diverse backgrounds and from outside the region are encouraged to apply. Students are guided to embody and contribute to the spirit of diversity to which the program and profession are committed.

Required Texts:

Heppner, P. P., Kivilighan, D. M., & Wampold, B. E. (2008). Research design in counseling (3rd ed.). Belmont, CA:

Wadsworth Publishing.

Articles as assigned by professor.

Rationale:

Course Description:

The purpose of this course is to assist students in understanding the language, principles, reasoning, and methodologies of research and to help them critically evaluate research literature. Students will recognize ethical issues relevant to conducting research, and how research can improve counseling effectiveness. Students should complete the statistics prerequisite before enrolling in this course.

Course Outcomes:

Knowledge

Students will: Comm.

CACREP PDE Coun.

|A. |Examine various components of research methods, statistical analysis, needs assessment, and program evaluation; |II.K.8 |I.f,g |1 -3 |

|B. |Recognize the importance of research and opportunities and difficulties in conducting research in the counseling |II.K.8.a |I.f,g |1-3 |

| |profession; | | | |

|C. |Compare and contrast various research methods such as qualitative, quantitative, single-case designs, action research, |II.K.8.b |I.f,g |1-3 |

| |and outcome-based research; | | | |

|D. |Distinguish various principles, models, and applications of needs assessment, program evaluation, and use the findings |II.K.8.d |I.f,g |1-3 |

| |to effect program modifications; | | | |

|E. |Examine the use of research to improve counseling effectiveness; |II.K.8.e |I.f,g |1-3 |

|F. |Explain the implications of ethical, legal principles and guidelines as applied to research methods, statistical |II.K.8.f |I.f,g |1-3 |

| |analysis, needs assessment, and program evaluation. | | | |

Skills

Students will:

|A. |Demonstrate using technology and statistical methods in conducting research and program evaluation, assuming basic |II.K.8.c |I.f,g |1-3 |

| |computer literacy; | | | |

|B. |Apply various research methods, statistical analysis, needs assessment, and program evaluation relevant to the |II.K.8 |I.f,g |1-3 |

| |counseling profession; | | | |

|C. |Examine the use of research with diverse individuals, couples, families, and groups; |II.K.8.e |I.f,g |1-3 |

|D. |Analyze various ways to report findings from various research methods, statistical analysis, needs assessment, and |II.K.8.b,d |I.f,g |1-3 |

| |program evaluation. | | | |

Attitudes & Values

Students will:

|A. |Develop an understanding of diversity issues, as well as personal biases, applied to research methods, statistical |II.K.8.e |I.f,g |1-3 |

| |analysis, needs assessment, and program evaluation. | | | |

Instructional Methods and Activities:

The method of instruction in the classroom is a combination of lecture, discussion, and small group work. Students are encouraged to ask questions during the lecture for clarification or further discussion of concepts that are not entirely clear. Class discussions will be used to critically review and analyze summaries of current research. Small group work will be used to provide hands-on learning experiences using concepts discussed during the lecture.

Methods of Evaluation/Assessments/Evidence:

1. Commitment to class and learning. Students are expected to attend class, prepare for class by reading the assignments, participate in the activities and discussions and come prepared to contribute.

2. Responses to Stimulus Questions - Each student will write answers to 10 Stimulus Questions (located at the end of chapters in Heppner, Wampold, Kivlighan). Answers to the Stimulus Questions are to be submitted using the designated ANGEL Drop Box and are due BEFORE the beginning of the class that covers the chapter. Each answer must include your name, chapter number, and the Stimulus Question you are answering. Answers should not exceed 3 pages of double-spaced text. Include references (APA style) at end (not included in 3 page length). You may use references other than the required textbook, but only references that are from peer-reviewed, professional journals.

3. Article Critiques – Students are required to locate, read, and critique two research studies presented as journal articles from peer-reviewed journals. Students will identify relevant sections and provide a brief explanation of each study (1 page) and critique the article (2 pages) based on criteria provided. Critiques should be no longer than FIVE pages in length and must be APA Style. Copies of the article are to be submitted with the critique and may be submitted using the designated ANGEL Drop Box.

4. Develop Research Project Proposal – Students will identify a research topic relevant to

community counseling and develop a research project proposal. Students will conduct a

literature review, develop appropriate research hypotheses, select an appropriate research

model, and design research procedures. A rough draft of the proposal including literature

review, research hypotheses, and research model will be due on April 1. Proposals must be

APA Style including: title page, abstract, appropriate headings, and reference page(s).

Maximum 15 pages (excluding title page, abstract, references, and appendices).

Course Requirements/Grade Assignment

Course Requirements: Percentage/Weight:

Learning Objectives 50

Articles 20

Research Project 30

Total : 100

Grading Criteria/Scale (percentage):

A+ = 97-100 A- = 90-93 B = 83-85 C =70-79

A = 94-97 B+ = 86-89 B- = 80-82 Below 70 Must Retake Class

Commitment to Diversity

The Community Counseling Program establishes and supports an environment that values the diverse and unique nature of human experiences and backgrounds. We enrich our personal and professional lives by exemplifying Gannon University’s call to demonstrate professional respect for the dignity of every person.

Utilization of Technology

The Community Counseling Program supports the Technical Competencies for Counselor Education Students (1999) advocated by the Association for Counselor Education and Supervision. Courses and faculty utilize all available technology to meet course outcomes and promote the technological competence of counseling students.

Academic Integrity

Gannon University considers the maintenance of academic integrity of utmost importance. Absolute integrity is expected of every Gannon student in all academic undertakings. Community Counseling students are held to the Academic Integrity in the current Graduate Catalog.

Class Policies:

The instructor reserves the right to modify or change the syllabus or course requirements at any time during the semester. Students shall be informed of any changes accordingly.

Late assignments are subject to grade penalty. Should students be unable to meet their commitments for this course due to extraordinary circumstances (e. g., prolonged illness), it is their responsibility to notify the instructor immediately and keep the instructor informed of the situation.

▪ Attendance is very important. Absences may affect your grade. Absence in two or more classes in a course may result in a failing grade except in cases of emergency or extreme hardship. These extra ordinary circumstances may be considered, but students are responsible for contacting the professor prior to the absence or in as close proximity to the absence as possible

▪ All phones, pagers, and other electronic devices are to be turned off in class. Participation is expected in each class. Students are expected to complete out of class assignments, readings and be prepared to actively apply this information and material in class.

▪ Resolution of Concern with an Instructor: If you have a concern with an instructor or a course, the resolution begins by speaking with the instructor. If the concern continues after this conversation, speak with the chair/director of the instructor’s department. Any continuing concerns should be taken to the Dean’s Office in the College of Humanities, Business, and Education in PAC 1000

Course Topics

▪ Role of science in counseling

▪ Scientist-Practitioner model

▪ Identifying and operationalizing research topics

▪ Validity issues in research design

▪ Ethical issues: related to scholarly work, related to participants

▪ Major research designs: between groups and with-in subjects, quasi-experimental and time series, single subject

▪ Quantitative descriptive designs: survey and epidemiological, factor and cluster analysis, ex post facto, correlational research

▪ Qualitative designs: grounded theory, phenomenology, consensual research

▪ Designing the independent variable

▪ Designing the dependent variable

▪ Population issues in research

▪ Issues related to multicultural research: operationalizing concepts, theoretical considerations, methodological issues

▪ Bias: investigator, experimenter, participant

▪ Outcome research: strategies and methodology

▪ Scale construction

▪ Program evaluation

▪ Professional writing

| | | | | | |

|DATE | |# |CHAPTER |GCOU 631 TOPICS TO BE COVERED IN CLASS |ASSIGNMENTS |

|Jan. 14 | |1 |HWK 1 |Science & Counseling, Philosophical foundations, Quantitative and Qualitative Research | |

|Jan. 21 | |2 |HWK 2, 3 |Scientist-Practitioner Model, Identifying Research Topics |Stimulus Question #1 - #1 & #2 p. 21 HWK |

|Jan. 28 | |3 |HWK 4, 5 | Research Designs, Validity, Stats Review |Stimulus Question #2 - #1 p. 106 HWK |

|Feb. 4 | |4 |HWK 6, Appendix A |Legal and Ethical Issues in Research |RESEARCH TOPIC DUE |

| | | |& B | |Stimulus Question #3 - #1 OR #2 p. 144 HWK |

|Feb. 11 | |5 |Article Handouts |Reading articles, online research, library resources | |

|Feb. 18 | |6 |HWK 7, 8 |Between-Groups & Within-Subjects Designs; Quasi-Experimental & Time-Series Designs |Stimulus Question #4 - #2 p. 174 HWK |

|Feb. 25 | |7 |HWK 9, 10 |Single-Subject Designs; Quantitative Descriptive Designs |Stimulus Question #5 - #4 p. 223 OR #2 p. 255 HWK |

|Mar. 4 |☻ | |No Class |SPRING BREAK (March 1-8) | |

|Mar. 11 | |8 |HWK 11 |Qualitative Research |RESEARCH QUESTION & HYPOTHESES DUE |

| | | | | |Stimulus Question #6 - #1 p. 295 (One article ONLY) |

| | |9 |HWK 12, 13 |Designing and Evaluating Independent Variables; Designing or Choosing Dependent |Stimulus Question #7 - #2 p. 311 OR #4 p. 343 HWK |

| | | | |Variables |ARTICLE CRITIQUES DUE |

|Mar. 25 | |10 |HWK 14, 15 |Population Issues; Multicultural Research |Stimulus Question #8 - # 2 p. 365 OR #2 p. 383 HWK |

|Apr. 1 | |11 |HWK 16, 17 |Investigator, Experimenter, Participant Bias; Analogue Research |ROUGHT DRAFT OF PROPOSAL DUE |

| | | | | |Stimulus Question #9 - #8 p. 404 HWK |

|Apr. 8 |☻ | |No Class |EASTER BREAK (April 9-14) | |

|Apr. 15 | |12 |HWK 18, 19 |Outcome Research; Design Issues & Counseling Process |Stimulus Question #10 - #1 p. 447 HWK |

|Apr. 22 | |13 |HWK 20, 21 |Scale Construction; Program Evaluation | |

|Apr. 29 | |14 |HWK 22 |Professional Writing |RESEARCH PROJECT DUE |

This syllabus is subject to change at the discretion of the professor HWK = Chapters in Heppner, Wampold, & Kivlighan

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