psyc6213 research methodology - yorkville university

Instructor Insights for teaching

PSYC6213 Research Methodology

Jo Chang, Ed.D.

Full-Time Faculty/PSYC6213 Course Lead

Master of Arts in Counselling Psychology Program

Yorkville University

Updated: November 2021

i

ABOUT THIS INSTRUCTOR INSIGHTS GUIDE

This instructor insights guide includes suggested welcome posts, teaching tips, video(s), common

student questions with suggested responses, and assignment grading guidance for teaching

PSY6213 Research Methodology. All of the suggested posts contained in this guide are shown in

(blue font, Calibri-12). This guide is a collection of tips and samples; it is intended to be a

resource (guide). I do hope that as you prepare for each Unit in this course, you may find some

useful ideas to weave into your own style of teaching. For additional tools/resources that may

benefit your teaching journey in the MACP, please review the Faculty Best Practices Guide by

Dr. Sarah Stewart-Spencer, Dean, Behavioural Sciences | MACP and DCP Program.

If this is your first time teaching PSYC6213 Research Methodology, Welcome to the team! I

hope this guide will help you navigate through the course. And, if you are an experienced faculty

in this course (Welcome Back!), perhaps you will find a few tips that can be added to your

toolbox. This guide is a living document, and I intend to update this guide after each semester.

So, I welcome any additional teaching tips and resources that you would like to share. Thank you

in advance for your contributions!

I am looking forward to a great semester!

Happy Teaching!

Jo

Table of Contents

Pre-Course Start 3

Ordering Book Grading Due Dates Faculty Expectations for Instructions

Postings for Course Bulletins and News Forum 5 Welcome Post Discussion Question Participation Required Assignments

Clarification About Discussion Question Posting Requirements

Discussion Forum Posting Reminder

Sample Posts during the course Postings for Ask Questions About the Course Form 17

Clarification for Asking Questions about the Course Forum

APA Style Teaching Tips 20

Unit 1: Scientific Thinking, Data Measurement, and Ethics in Research DQ 1.1. Ethics in Research DQ 1.2. Data and Measurement Unit 2: Hypothesis Testing, Control Problems and Confounds, and Single Factor Designs DQ 2.1. Hypothesis Testing DQ 2.2. Control Problems and Confounding Variables Unit 3: Factorial, Quasi-experimental, and Correlational Designs DQ 3.1. Correlational Research DQ 3.2. Quasi-Experimental Designs Unit 4: Qualitative Research Methods DQ 4.1. Purposiveness and Congruence DQ 4.2. Qualitative Methods Unit 5: Observational, Survey, and Small N Designs DQ 5.1. Survey Research DQ 5.2. Small N Design

Assignments (Includes sample posts to Ask Questions About the Course Forum) 38

Teaching Tips: How to handle plagiarism

Assignment 1: Quantitative Journal Article Review (JAR1)

Assignment 2: Qualitative Journal Article Review (JAR2) Assignment 3: Final Project – Comprehensive Literature Review

Final Week – Final Grades 58

FAQs (Common Student Questions) 59

Appendices 62

Appendix A: Assignment 1 – JAR1 Template

Appendix B: Assignment 2 – JAR2 Template

Appendix C: Assignment 3 – Final Project – Comprehensive Literature Review Template

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Pre-Course Start

Hello Everyone,

Welcome to PSYC6213 Research Methodology!

For additional tools/resources you will need on your teaching journey in the MACP, please

review the Faculty Best Practices Guide by Dr. Sarah Stewart-Spencer, Dean, Behavioural

Sciences | MACP and DCP Program.

Ordering Book

Please email Melissa Discola [email protected] to request your textbook(s). Include your course code and title, your full name, and your address so that the book(s) may be sent to you. For electronic books:

Set up an account and bookshelf with Vital Source https://www.vitalsource.com/ and, after

Melissa Discola has requested your e-book you will receive and email from Vital Source

and be able to put the e-text on your e- bookshelf. Melissa Discola will also send you the publisher information for the textbook if you wish, and you may email the publisher directly and request a hard copy/examination copy of the book.

Grading Due Dates

PSYC6213, Research Methodology is a (5-week) course with five units. In this course,

students will learn basic research design skills. They will also gain a sound understanding of

the scientific method as well as the ethical considerations of the research process. The

students will acquire the tools needed to review and evaluate scientific research critically.

The final goal of this course is to complete a comprehensive literature review. The due date

for grade posting is shown in (BOLD -Red font).

Unit 1: Scientific Thinking, Data Measurement, and Ethics in Research

DQ 1.1. Ethics in Research

DQ 1.2. Data and Measurement

Unit 1 Discussion Grade

Unit 2: Hypothesis Testing, Control Problems and Confounds, and Single Factor

Designs

DQ 2.1. Hypothesis Testing

DQ 2.2. Control Problems and Confounding Variables

Assignment 1: Quantitative Journal Article Review (JAR1)

Unit 1 Discussions grades - Due on Wednesday of Unit 2

mailto:[email protected]%20t

https://www.vitalsource.com/

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Unit 3: Factorial, Quasi-experimental, and Correlational Designs

DQ 3.1. Correlational Research

DQ 3.2. Quasi-Experimental Designs

Units 2 and 3 Discussion Grade

Assignment 1 (JAR1) grades - Due on Wednesday of Unit 3

Unit 4: Qualitative Research Methods

DQ 4.1. Purposiveness and Congruence

DQ 4.2. Qualitative Methods

Assignment 2: Qualitative Journal Article Review (JAR2)

Units 2 and 3 Discussions grades - Due on Wednesday of Unit 4

Unit 5: Observational, Survey, and Small N Designs

DQ 5.1. Survey Research

DQ 5.2. Small N Design

Units 4 and 5 Discussion Grade

Assignment 3: Final Project - Comprehensive Literature Review

Assignment 2 (JAR2) grades - Due on Wednesday of Unit 5

Final Week – Final Grades:

Units 4 and 5 Discussions grades - Due during the final week

Assignment 3 (Final Project) grades - Due during the final week

Final Grades: Submit your final grades with seven (7) days of the end of your course

(the following Sunday)

Instructor Expectations for Instructions

• Post 4 weekdays (Monday thru Friday) and 1 weekend day (total of 5) - in each

discussion forum

• Posts need to engage students in the discussion (not just logistics)

• Grade assignments within 3-4 days (quicker if assignments build onto each other)

• Add content-specific comments/feedback on assignment papers using the rubric

• Respond to Ask Questions about the Course within 24 hours

• Final grades are due 1 week after the course closes (following Sunday)

• Alert Student Services if a student does not participate in discussions

o Sebastian Bustamante (Students Services Director)

[email protected]

mailto:[email protected]

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Postings for

Course Bulletins and News Forum

Post at the beginning of the course in the Course Bulletins and News forum.

Welcome Post

Once you have received your teaching assignments, here are some suggested Welcome posts

that you are expected to post in the Course Bulletins & News on or before Thursday (before

the start of class). Courses officially start on the following Monday. Please feel free to tailor

these samples to your preference. You may freely use any of the suggested posts within this

document. Alternatively, you may create your own unique posts.

Subject: Welcome to PSYC6213 Research Methodology!

Hello Class,

Welcome to PSYC6213 – Research Methodology!

I am Dr. Name, your instructor for this course. Research is one of my favourite subjects. Teaching with Yorkville has been a great privilege; each semester I have the pleasure of working with fabulous and dedicated students. I look forward to working with each of you over the next five weeks. Buckle up and enjoy the ride as we explore the many facets of research methodology.

This course officially starts on Monday, Date. Please do not post to the weekly discussion forums prior to the first day of your course. I will not be monitoring the discussion forums until the course gets underway.

So, to get ready for this course, the first thing you should do is, read the Syllabus, make sure you have the required course materials, and review the grading rubric for the discussions and assignments. Become familiar with the course materials in order to understand what you need to do to be successful in this course! I invite you to be active in the discussion forums, and together we will explore the journey of learning.

Throughout the course, I will post important, relevant announcements in the Course Bulletins and News forum; please make sure you check it every time you log in to the course. If you have any questions over the next five weeks, you may either post them in the Ask Questions About the Course forum or email me at [email protected]. NOTE: It is important to check your Yorkville email regularly. I will use your Yorkville email for important and personal correspondence.

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You may post your introduction in the Please Introduce Yourself forum at any time. Thank you for your cooperation.

I look forward to meeting all of you and working with you towards the successful completion of this course.

Dr. Name

Discussion Question Participation

Subject: Discussion Question Participation

Hello Class,

The discussion forum allows you to participate in interactive discussions with your peers asynchronously. As you participate daily, you will learn through rich interactive discussions and will feel part of a community. Learning online is just like a regular classroom: we discuss, share, add new information, support our contributions with resources, and inquire about concepts that may be unclear throughout the course.

Here is an important reminder of the MACP program discussion question requirements, as posted on your Moodle course homepage:

________________________________________ Participating in required discussion questions is mandatory. Not doing so will result in a grade of zero and one of the following outcomes:

1. You will be required to withdraw from the course (if during the withdrawal period). Please reach out to Student Services to inquire, or

2. You will fail the course and be required to retake it (two fails will result in

academic dismissal from the program). ________________________________________ Discussion Questions (DQs) • Value: 20% of the final grade • Due: Last post due by the end of Sunday of each unit Discussion post deadlines are based on Atlantic Time. (Sunday at midnight is the end of each week).

Your discussion grades per question will be based on the rubric. You are expected to contribute to all posts in the units they are posted. In Units 1, 3, & 5, your instructor will provide one grade reflecting your overall contributions to the discussion. It is absolutely critical to be active in these forums throughout the course. You must contribute a

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minimum number of posts to register a grade for EACH of these three grading periods; a grade of ‘0’ in any grade period (a result of not posting anything in that grade period) will result in a failing of the course overall.*

The Unit 1 grade will be worth 20% of the final discussion grade, the Unit 3 grade (covering Units 2 & 3 discussions) will be worth 40% of the final discussion grade, and the Unit 5 grade (covering Unit 4 & 5 discussions) will be worth 40% of the final discussion grade.

Class discussion is an important and significant part of an online course. The discussion boards are the heart of these discussions and student engagement is essential for their success. While class discussion can be characterized by free-flowing conversation and the exchange of ideas, there are identifiable characteristics that distinguish outstanding contributions to class discussion. The criteria on this rubric will be used to assess the quality of your initial postings and responses to the postings and comments of your peers and instructor during class discussion.

Evaluation Your discussion grade will be evaluated on each requirement below. Receiving a high score in one (1) criterion does not equal an overall high discussion question grade. Posts must address all requirements from every category:

Quantity & Timeliness (15%)

• Your posts should be between 150-200 words • Post the first contribution to each question (aka DQ forum) within the first two (2)

days of each week and then spread remaining posts over the week. • A proficient grade (see Discussion rubric for level II) will require 3 meaningful

contributions per question. Note this addresses quantity not quality. • Discussion post deadlines are based on Atlantic Standard Time. (Sunday at midnight

is the end of each week) • Last minute posts (i.e., contributions or posts in the last day or two of the week) will

result in a significantly lower grade in this category.

Evidence of Reading (20%)

• Reflects the degree to which you have read and absorbed, and then incorporated into the discussion, the readings assigned to the unit (or in some cases, to the specific questions themselves)

• Reflects the extent to which you have read other postings on the topic from your peers and have integrated their perspectives into the conversation

• Encourages students to engage in all the parts of the questions and topics

Critical Thinking, Synthesis, and Reflection (50%)

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• Ensure your posts take the discussion to a deeper level, contributing new perspectives or examples, asking probing questions, stimulating reflection and providing graduate level conversation - this is a higher level skill

• Read what has already been posted (or, if starting the discussion, avoid regurgitating course readings and, instead, build on the readings by offering your insights, reflections, critique, concerns, or unique perspective)

• Demonstrate respect for differences in opinion; debate and critical reflection is encouraged but it must remain respectful

• Although encouragement and support for each other is appreciated, contributions must go beyond “cheerleading” to add something of substance to the discussion

Quality of Writing (15%)

• Focus on writing in a clear, intelligent, and professional manner. • Avoid mini-essays compiled in isolation; discussions are intended to be interactive • Avoid colloquialisms and texting-style shorthand - professional grammar, spelling,

and style is expected • Provide clear and accurate citations and/or links to external references where

necessary – again, you do have to give clear credit for other peoples’ work • Clearly indicate and cite all direct quotations (plagiarism will result in a “Zero”)

Keep in mind that the discussion forum is our learning platform. Merely repeating what others have said or responding to only one person (or your instructor) does not meet the DQ rubric requirements. DQ grading is based upon interaction with others. In other words, posting four of your own posts in a discussion forum does not demonstrate interaction.

References in DQs

You will need to integrate your acknowledgments into your writing by providing a reference, when pertinent, for all discussion posts. Provide clear and accurate citations and/or links to external references where necessary. While APA format is not expected, you do have to give clear credit for other peoples’ work and indicate and cite all direct quotations (plagiarism will result in a “0”).

DQ Numbering

There is no need to provide a number with each discussion submission. For me, quality is more important than quantity. As per the DQ rubric, to earn a good grade, you have to do well in both quality and quantity in the DQs. If it helps you in organizing your learning, and you want to provide a number with every post, you may do so.

I am looking forward to seeing you in the discussion forums.

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Dr. Name

Required Assignments

Subject: Required Assignments

Hello Class,

As we begin our exciting travels through PSYC6213 Research Methodology, I would like to make sure you have the road map for the three required assignments.

For a detailed description of the specific assignment, please refer to the Moodle online course. If you have any questions, you may either post them in the Ask Questions About the Course forum or email me at [email protected]

Dr. Name

-----

Assignment #1: - Quantitative Journal Article Review (JAR1)

• Value: 15% of final grade • Due: on or before 11:55 PM Atlantic Time on Sunday of Unit 2 • Length: The paper should be approximately 750 words (3-4 pages), excluding the

title, abstract, and reference pages.

For JAR1, the research design must be quantitative. Quantitative research design uses deductive reasoning. The purpose of quantitative research is to test hypotheses, look at cause and effect, and to make predictions. Quantitative data analysis is based on precise measurements using structured and validated data-collection instruments. The final research report for a quantitative study is a statistical report with correlations, comparisons of means, and the statistical significance of findings as is appropriate to the particular design of the study. For JAR1, the research method, data analysis (statistics), and results should be clearly discussed. Note: Meta-Analysis, Systematic Review, Pilot studies and Single-subject case studies are not permitted.

The purpose of an article review is to communicate the main points of a study and to discuss the implications, strengths and weaknesses of the design. The review is not meant to re-iterate the details of the study nor to paraphrase each point; instead, it should summarize and discuss the study. These assignments are an opportunity for you to demonstrate your understanding of the course concepts. For this paper, write in the third person; the idea is always to remain neutral, objective, and personally uninvolved.

Make a copy of the JAR1 template and use it for your assignment. Type your selected quantitative journal article at the top of the first page. Your JAR1 should be double-spaced, written in font 12-point Times New Roman. The paper should be approximately

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750 words (3-4 pages), excluding the title, abstract, and reference pages. Please format and submit the JAR1 in Word (doc or docx only) and use APA style guidelines.

Assignment #2 - Qualitative Journal Article Review (JAR2)

• Value: 15% of final grade

• Due: on or before 11:55 PM Atlantic Time on Sunday of Unit 4

• Length: The paper should be approximately 750 words (3-4 pages), excluding the title, abstract, and reference pages.

For JAR2, the research design must be qualitative and utilize a formal qualitative methodology (e.g., grounded theory, phenomenological, ethnographic). Qualitative research design is inductive in its reasoning. It is a systematic subjective approach used to describe life experiences and to give these life experiences meaning. The goals for a qualitative researcher are to gain insight and to explore the depth, richness, and complexity inherent in the phenomenon under study. The final report for a qualitative study is a narrative report with contextual description & direct quotations from research participants. A study that simply asks open-ended questions and reports the results will not meet the requirements for this assignment. For JAR2, the research method, data analysis, and results should be clearly discussed. Note: Meta-Analysis, Systematic Review, Pilot studies and Single-subject case studies are not permitted.

The purpose of an article review is to communicate the main points of a study and to discuss the implications, strengths and weaknesses of the design. The review is not meant to re-iterate the details of the study nor to paraphrase each point; instead, it should summarize and discuss the study. These assignments are an opportunity for you to demonstrate your understanding of the course concepts. For this paper, write in the third person; the idea is always to remain neutral, objective, and personally uninvolved.

Make a copy of the JAR2 template and use it for your assignment. Type your selected qualitative journal article at the top of the first page. Your JAR2 should be double-spaced, written in font 12-point Times New Roman. The paper should be approximately 750 words (3-4 pages), excluding the title, abstract, and reference pages. Please format and submit the JAR2 in Word (doc or docx only) and use APA style guidelines.

Assignment #3 - Final Project – Comprehensive Literature Review



• Length: The paper should be approximately 2500 words (7-10 pages), excluding the title, abstract, and reference pages.

For Assignment 3: Final project, you are asked to complete a comprehensive literature review of your chosen topic. Guidelines on how to structure your paper are provided in the Final Project Template. Select at least 12 peer-reviewed journal articles (published within the last 10 years) related to your topic (preferably six quantitative and six qualitative). For the comprehensive literature review, be sure that the research design

https://courses.yorkvilleu.ca/iSpring/MACP/PSYC6213/Assignment_03_Final_Project_Template.docx

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in the articles selected is either quantitative or qualitative. You MUST distinguish the design types in the discussion. Note: Meta-Analysis, Systematic Review, Pilot studies and Single-subject case studies are not permitted.

Ensure the comprehensive literature review:

1. includes sections and subsections identified in the template; 2. focuses on the topic that you have chosen in Assignment 1; 3. includes a problem statement and research question(s) that specifically describes

what you would like to know about your chosen topic; 4. summarizes the main points of the studies clearly, including assessment of reliability

and validity (for quantitative studies) and credibility, transferability, and dependability (for qualitative studies);

5. includes specific recommendations for future research in both the quantitative and qualitative realms;

6. demonstrates evidence of insight and synthesis of ideas from various parts of the course, including ethical considerations; and

7. is well written, accurate, and concise.

Your paper should be double-spaced, written in font 12-point Times New Roman. The paper should be approximately 2500 words (8-10 pages), excluding the title, abstract, and reference pages. Please format and submit the final project in Word (doc or docx only) and use APA style guidelines.

Requirements for all Assignments

The three (3) required assignments will be evaluated with respect to organization, clarity, and thoroughness of presentation, and justification of evaluation criteria. As a graduate-level course, student work should be based on critical thinking, not merely on summarizing or paraphrasing material.

The MACP uses APA style 7th edition, specifically: 12pt font size, Times New Roman font and no running head. All written assignments should have a cover page and be double-spaced throughout the document. Tip: To double-space the whole document, in Word, go to Design > Paragraph Spacing, and choose Double (without leaving an extra space between paragraphs or references, make sure that (both the "Before" and "After" values for Paragraphs are set at 0 = zero). The reference list should only include sources that were used for in-text citations in the paper itself.

When you save your assignments on your computer, you should “save as” using the following formula: First Name Last Name -Course Number-Assignment Number (JohnDoe-PSYC6213-1).

Academic Integrity and Honesty

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Academic dishonesty, including plagiarism, results in serious consequences. Punishments range from a reduced grade or a grade of zero on an assignment to automatic failure of a course to academic dismissal from the university (see Yorkville University Academic Calendar Section 5 of the New Brunswick Academic Calendar, Student Conduct, for a statement of the University's policy).

MACP Late Submission Policy

• Every assignment has a due date. Students are expected to submit assignments on or before the assigned due date.

• Late assignment submissions must be arranged with the instructor PRIOR to the assignment due date. o Approved late assignments will be penalized 3% for each day that they are late,

up to 5 days (15%). o Approved late assignments will not be accepted after 5 days unless there are

extenuating circumstances (such as major illness or death in the family) that have been discussed with the professor before the new assignment deadline.

• Late assignment submissions that have not been prearranged with the instructor will only be accepted under extenuating circumstances (such as major illness or death in the family). o The student must contact their instructor and Student Services Advisor as soon

as reasonably possible to discuss the extenuating circumstance. o In the case of illness, arrangements may be made at the discretion of the

instructor to make up the work; however, documentation from a health care professional will be required.

Please do not email your submissions to your professor, either before or after the due date; all coursework should be submitted through the online course (Moodle)

--- Subject: Using previously submitted work

Hello Class, Please be informed that for PSYC6213, using any previously submitted (graded) work will not be accepted and will receive a grade of zero. Dr. Name --- As per Section 5.6.2 of the NB Academic Calendar (available on the New Brunswick Academic Calendar page), self-plagiarism or double-dipping is defined as: [. . .] the act of students submitting coursework that is identical or substantially similar to work that they have already submitted for credit at Yorkville or another institution. It

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is an academic offense unless it is explicitly required or approved by the course instructor or program director. (p.17) The penalty for a first academic misconduct incident is a grade of zero for the assignment in question, as outlined in the Yorkville University's student conduct incident procedure (see section 5.6 of the NB Academic Calendar). Please note that any future academic incidents could lead to a failing grade in your course or even dismissal from your program.

On Wednesday of the First week of class, consider posting the following in the Course

Bulletins & News forum

Clarification About Discussion Question Posting Requirements

Subject: Clarification about Discussion Question Posting Requirements

Hello Class,

The discussion forums are underway. Great participation!

I want to offer some clarification about the number of required posts for each discussion question (DQ).

Please keep in mind that you are required to participate in a minimum of 4 posts (per DQ) to receive full marks for the "quantity of posts."

So, for example, for Unit 1: to receive full credit on quantity, you are required to post a minimum of 4 posts for DQ 1.1 and 4 posts for DQ 1.2.

You are welcome to post more than 4 posts per DQ. Do remember that there is also grading consideration beyond quantity, specific to the quality of posts, such as timeliness of posts, evidence of reading course material, demonstration of critical thinking, synthesis of material and concepts, and evidence of reflection on the course material, thematic issues relevant to the materials and recognition of your own, peers', and others experience specific to the course material.

Please be reminded that it is mandatory that you participate (post) in each DQ throughout the course to receive a passing grade. Hence, you must participate in all DQs in each unit - there is no exception, as this work is an expectation in core course learning and student demonstration of content integration.

I look forward to seeing you in the discussion forums.

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Dr. Name

On Monday of the Second week of class, consider posting the following in the Course

Bulletins & News forum

Discussion Forum Posting Reminder

Subject: Discussion Forum Posting Reminder

Hello Class,

As I have previously stated, learning online is just like a regular classroom: we discuss, share, add new information, support with resources, and inquire about concepts that may be unclear throughout the course.

Just a gentle reminder that discussion question grading is based upon interaction with others that meets the criteria for the discussion rubric. In other words, posting four of your own posts in a discussion forum does not demonstrate interaction, and thus, will be graded as such. The discussion forum is our learning platform, and merely repeating what others have said, responding to only one person (or your instructor), does not indicate meeting the rubric for the discussion evaluation.

The most highly valued conversations are those that are spread out over the week, that evolve as you read more and absorb the comments from peers and your instructor. To this end, your first contribution to each question should be within the first two days of each week. Also note that the earlier you post, the more likely that you can make the major points first (and so avoid the struggle to avoid repeating what someone else has said).

I look forward to great discussions ahead.

Dr. Name

Posts the following to the Course Bulletins and News Forum

On Wednesday of Week 2: After you have posted the grades for Unit 1 DQs, please post the

following announcement on the Course Bulletins and News

Subject: Unit 1 Discussion Grades Posted!

Hello Class,

You may now view your discussion grade for Unit 1.

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Dr. Name

On Wednesday of Week 3: After you have posted the grades for Assignment 1 (JAR1),

please post the following announcement on the Course Bulletins & News

Subject: Assignment 1 (JAR1) Grades Posted!

Hello Class,

You may now view your discussion grade for JAR1.

Dr. Name

On Wednesday of Week 4: After you have posted the grades for Unit 2-3 DQs, please post

the following announcement on the Course Bulletins and News

Subject: Unit 2-3 Discussion Grades Posted!

Hello Class,

You may now view your discussion grade for Units 2-3.

Dr. Name

On Wednesday of Week 5: After you have posted the grades for Assignment 2 (JAR2),

please post the following announcement on the Course Bulletins & News

Subject: Assignment 1 (JAR2) Grades Posted!

Hello Class,

You may now view your discussion grade for JAR2.

Dr. Name

On Wednesday of the final week: After you have posted the grades for Unit 4-5 DQs, please

post the following announcement on the Course Bulletins and News

Subject: Units 4-5 Discussion Grades Posted!

Hello Class,

You may now view your discussion grade for Units 4-5.

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Dr. Name

On Wednesday of the final week: After you have posted the grades for the Final Project,

please post the following announcement on the Course Bulletins and News

Subject: Final Project Grades Posted!

Hello Class,

You may now view your discussion grade for the Final Project.

Dr. Name

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Postings for

Ask Questions About the Course Forum

NOTE: Students will post questions in the Ask Questions About the Course

forum. Faculty are expected to respond within 24 hours

Post the following at the beginning of the course in the Ask Questions About the Course

forum.

Clarification for Asking Questions about the Course Forum

Subject: Clarification for Asking Questions About the Course Forum

Hello Class,

This forum is the best place to ask questions about the course. Please try to ask any questions about assignments, course concepts, and course logistics here so that everyone can benefit from the response. Please do not ask questions until you have read all my posts in the Course Bulletins and all the course documents.

If you have any private matters to discuss, such as class absences, medical issues, and disability accommodations, please email me at [email protected]

In summary, questions are welcome after you have read all the course resources and my posts. Be sure you ask a specific question (such as "I cannot locate xxx, how do I access it?") and not broad questions (such as "What do I need to do?").

I am looking forward to working with everyone!

Dr. Name

APA Style

Subject: APA Style

Hello Class,

MACP program uses the 7th edition American Psychological Association (APA) style. Please know that we have program expectations for assignments. These expectations include 12pt text size, Times New Roman font and no running head. The reference list should only include sources that were used for in-text citations in the paper itself.


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If you have any questions about APA style, you may post them in the Ask Questions About the Course forum so that we can all learn together.

Dr. Name

---

Here are some APA Style tips and tutorials for the American Psychological Association. (2020). Publication Manual of the American Psychological Association (7th ed.).

For a research paper, do not write in the first person (“I” or “we”); the idea is always to remain neutral, objective, and personally uninvolved.

The proper use of APA citation is a skill that you will use throughout your career.

o What's New in the Seventh Edition APA Manual: https://apastyle.apa.org/instructional-aids/whats-new-7e-guide.pdf

o American Psychological Association. (2020). APA style reference examples: https://apastyle.apa.org/style-grammar-guidelines/references/examples

o American Psychological Association. (2020). APA style in-text citations:

https://apastyle.apa.org/style-grammar-guidelines/citations/ o Excelsior Online Writing Lab: https://owl.excelsior.edu/citation-and-

documentation/apa-style/ o APA Style and Grammar Guidelines: https://apastyle.apa.org/instructional-aids o Microsoft 365 Instructions Create a bibliography, citations, and references:

https://support.microsoft.com/en-us/office/create-a-bibliography-citations-and-references-17686589-4824-4940-9c69-342c289fa2a5

o YU Library site https://library.yorkvilleu.ca/encyclopedia/apa-7th-edition-supports/ o Online Resources: https://bowvalleycollege.libguides.com/apa7 o APA Templates: https://sfcollege.libguides.com/apa7/paper

Discussion posts - References

It is plagiarism to borrow passages from books or articles or Web sites without identifying them.

https://apastyle.apa.org/instructional-aids/whats-new-7e-guide.pdf

https://apastyle.apa.org/style-grammar-guidelines/references/examples

https://apastyle.apa.org/style-grammar-guidelines/citations/

https://owl.excelsior.edu/citation-and-documentation/apa-style/

https://owl.excelsior.edu/citation-and-documentation/apa-style/

https://apastyle.apa.org/instructional-aids



https://library.yorkvilleu.ca/encyclopedia/apa-7th-edition-supports/

https://bowvalleycollege.libguides.com/apa7

https://sfcollege.libguides.com/apa7/paper

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You need to integrate your acknowledgements into what you are writing by providing the reference with all posts in discussions.

You need to integrate your acknowledgements into what you are writing by providing the reference with all posts in discussions. You are required to provide a list of references in APA style within the text and at the end of their posts.

Limit your in-text citations. If you are presenting information that you have not read first-hand (i.e., a secondary source), indicate this using the (as cited in….) convention, as per APA.

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Teaching Tips

Unit 1: Scientific Thinking, Data Measurement, and Ethics in Research

DQ 1.1. Ethics in Research

Here are some sample discussion posts (separated by “---") that could be used throughout this

week’s learning. (It is not recommended to be posted all in one day.) NOTE: Please consider

these as a supplement to your instructional resources.

As this is your first posting for this course, I thought I would help get you started. If you are not familiar with the history of ethical principles and guidelines for the protection of human subjects for research, I have provided a link to the Belmont Report: http://www.hhs.gov/ohrp/regulations-and-policy/belmont-report/ --- A brief history: In 1974, as a result of increasing concern about research ethics, the U.S. Government created the National Commission for the Protection of Research Participants of Biomedical and Behavioural Research to identify the basic ethical principles underlying research and to recommend requirements for legitimate research. In 1979, motivated by the Public Health Service's Syphilis Study and others, and after several years of deliberations, the National Commission published the Belmont Report: a statement of the basic ethical principles and guidelines to be used to resolve the ethical problems that surround the conduct of research with human participants. An important Canadian ethics document is the Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans, now in its 2nd edition(TCPS 2). TCPS 2 describes standards and procedures for governing research involving human participants in a way that promotes the highest ethical standards. Here is the link: Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans, 2nd edition (TCPS 2, 2010). https://ethics.gc.ca/eng/policy-politique_tcps2-eptc2_2018.html

Any potential risks and harm in the research must be disclosed, discussed, and approved by the IRB. The researchers cannot begin their study without IRB approval. The Nuremberg trials helped initiate our current IRB process. Here is a link to the Nuremberg Trials: http://nuremberg.law.harvard.edu/

--- The American Psychological Association (APA) Code of ethics and the IRB help guide the researchers’ decisions and actions in conducting research ethically, responsibly, and with integrity. Any potential risks or harm in the research must be disclosed, discussed, and approved by the IRB. Researchers cannot begin their study without IRB approval.

http://www.hhs.gov/ohrp/regulations-and-policy/belmont-report/

https://ethics.gc.ca/eng/policy-politique_tcps2-eptc2_2018.html

https://ethics.gc.ca/eng/policy-politique_tcps2-eptc2_2018.html

http://nuremberg.law.harvard.edu/

21

Researchers also must adhere to the Code of Ethics regarding research with humans and animals. For additional learning, the American Psychological Association (APA) Code and Institutional Review Board (IRB) help guide the researchers’ decisions and actions in conducting research ethically, responsibly, and with integrity. Here is a link to the APA's guideline on Research and Publication, in particular, section 8.07 (Deception in Research): http://www.apa.org/ethics/code/ --- Let’s explore concepts of deception in research; in looking at Milgram "Obedience to Authority Study" (1963), the Public Health Service Tuskegee Study of Untreated Syphilis (1932-1972), MK-Ultra Mind Control study (1953-1964), and the Stanford Prison Experiment" (1973), how far should we push the concept of deception when conducting research? What about the informed consent process? For those of you who are interested in further exploring the Milgram’s Obedience to Authority study, here is a link: https://www.youtube.com/watch?v=AKXg1wZJ-QY If you are interested in further exploring the history of the Tuskegee syphilis study, here is a link to get you started. https://www.youtube.com/watch?v=vz4jE7huhMA

---

Food for thought: So, should we just "trust" research findings. Or, do we need to critically evaluate research, hence, your participation in this course. If anyone is interested, here is the link for the free course on how to think critically about science—and how to tell the difference between sound scientific studies and pseudoscience: https://www.ualberta.ca/science/news/2020/october/science-literacy-online.html ---

Routledge and Guilford Press published a free book: "Research Methods.” Research_Methods_Free.pdf --- For additional learning, some of you might have heard of Dr. Neubauer's study of twins and triplets; here is another controversial study you might also consider reading, the "Little Albert study." If you are not familiar with this study, here is the link: https://www.youtube.com/watch?v=9hBfnXACsOI

http://www.apa.org/ethics/code/

https://www.youtube.com/watch?v=AKXg1wZJ-QY

https://www.youtube.com/watch?v=vz4jE7huhMA

https://www.ualberta.ca/science/news/2020/october/science-literacy-online.html

https://courses.yorkvilleu.ca/pluginfile.php?file=%2F801871%2Fmod_forum%2Fattachment%2F1004170895%2FResearch_Methods_Free.pdf

https://www.youtube.com/watch?v=9hBfnXACsOI

https://courses.yorkvilleu.ca/pluginfile.php?file=%2F801871%2Fmod_forum%2Fattachment%2F1004170895%2FResearch_Methods_Free.pdf

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DQ 1.2. Data and Measurement




When designing research, the choice and definitions of variables and measurement tools will impact the outcome. Ideological preferences can skew results when validity and reliability are not given proper consideration. Reliability and validity are measures of the quality of research studies and your findings. It is, therefore, very important that you have a thorough knowledge and understanding of these crucial concepts and how they are applied to different types of research studies in psychology.

Reliability refers to the internal consistency of a measure or its stability over time or in alternative forms. Validity is whether the measure is measuring what it is supposed to be measuring. An understanding of the distinction between validity and reliability is very important. A measure could be reliable, but that does not necessarily mean it is valid. Another way to understand: A test can be reliable but not valid, but a test cannot be valid without first being reliable.

For further learning, here is Dr. Gibbs’ video-lecture on the concepts of reliability, validity, generalizability, and credibility. Source: Graham R Gibbs Reliability (2012). Research Quality and the Research Process. The University of Huddersfield, England. https://www.youtube.com/watch?v=4NQHeI8GD54

---

Let us also begin the discussion of the four levels of measurement scales and what these scales represent. What are the four levels of measurement, and why is it important to recognize the level of measurement of your data before selecting a statistical design? For additional learning, here is a video lecture on Types of Data: Nominal, Ordinal, Interval/Ratio https://www.youtube.com/watch?v=hZxnzfnt5v8.

---

As many of you have stated, researchers and practitioners need to understand the various levels of measurement (nominal, ordinal, interval, and ratio) because it contributes to the proper interpretation of the variable data. The major steps necessary to create a reliable study or measure include design development, testing, evaluation, and approval by an Institutional Review Board (IRB) or Research Ethics Board (REB), as it is in Canada.

https://www.youtube.com/watch?v=4NQHeI8GD54

https://www.youtube.com/watch?v=hZxnzfnt5v8

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Unit 2: Hypothesis Testing, Control Problems and Confounds, and Single

Factor Designs

DQ 2.1. Hypothesis Testing




I understand that some of you might be a "little” intimidated by this unit's discussion. Hang in there, and let us all learn together! Yes. Statistical concepts can be challenging. A true learner is not afraid to explore when they are in pursuit of knowledge. This course is an opportunity to acquire new skills and competencies.

So, what is a hypothesis in research? A hypothesis is developed from the research questions and makes predictions about the outcome of the study. A hypothesis is a (testable) prediction of what you think your research results are likely to be. The null hypothesis (Ho) is assumed to be true unless there is strong evidence to the contrary. The null hypothesis is similar to the legal concept of ‘a person is assumed to be innocent until proven guilty.’ The other hypothesis, which is assumed to be true when the Ho is false, is referred to as the alternate hypothesis (H1). Before any statistical test of significance is conducted, both the Ho and H1 need to be clearly stated.

---

To further clarify the two concepts, I highly recommend that you watch this video lecture to get a better understanding of Hypothesis testing and inferential statistics. Here is the link: Intro to Hypothesis Testing in Statistics, Hypothesis, Testing Statistics Problems & Examples. https://www.youtube.com/watch?v=VK-rnA3-41c

---

Remember that your first instinct as a researcher may be to reject the null hypothesis because you want your prediction of an existing relationship to be correct. If you decide that your hypothesis is right when you are actually wrong, a type I error has occurred. A type II error happens when you decide your prediction is wrong when you are actually right.

In case some of you are still struggling with this unit's discussion, here is an additional resource on hypothesis testing and statistical significance: the Online Statistics Education at http://onlinestatbook.com/2/index.html. Specifically, XI Chapter: Logic of Statistical Testing.

This site is in the public domain. Therefore, it can be copied and reproduced without limitation. If you want to include this material in your assignments, please use this citation: Online Statistics Education: A Multimedia Course of Study (http://onlinestatbook.com/).

https://www.youtube.com/watch?v=VK-rnA3-41c

http://onlinestatbook.com/2/index.html

http://onlinestatbook.com/

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---

In every quantitative research study, there is a chance for error. There are two major types of error: Type I and Type II. Type I and Type II errors are mistakes that the researcher may make when conducting a quantitative research study. For example:

Type I error (false positive) - falsely rejecting a null hypothesis (H0) when it is in fact true. For example, a person who is truly innocent being found guilty.

Type II error (false negative) - falsely accepting a null hypothesis (H0) when, in fact, the alternate hypothesis (H1) is true. For example, a person who is truly guilty being found not guilty (not because their innocence has been proven, but because there is not enough evidence to convict).

---

Several of you have discussed significance level as it relates to Type I and Type II errors. When there are multiple hypotheses/dependent measures, a more conservative alpha level is used in the study. The significance level is denoted as alpha or α, and it is the probability of a researcher rejecting the null hypothesis when it is true.

For a Type I error, if you have a significance level of 0.05, this indicates that there is a 5% risk of concluding that a difference exists when there is actually no difference.

For a Type II error, the researcher falsely accepts a null hypothesis when it is false. You can decrease the chances of making a Type II error by ensuring that your test has enough power. One way to do this is to ensure that your sample size is large enough to detect a practical difference when one truly exists.

You can take a look at the link below if you are interested in learning more: https://www.statisticshowto.datasciencecentral.com/familywise-error-rate/

---

Here are two video lectures to add to your learning:

Here is a video on the Statistical Significance of Experiment: https://www.khanacademy.org/math/ap-statistics/probability-ap/randomness-probability-simulation/v/statistical-significance-experiment

Here is a video lecture on Type I and Type II errors you may find helpful in your understanding. https://www.youtube.com/watch?v=FHT6e_mdGoU&feature=youtu.be

https://www.statisticshowto.datasciencecentral.com/familywise-error-rate/

https://www.khanacademy.org/math/ap-statistics/probability-ap/randomness-probability-simulation/v/statistical-significance-experiment

https://www.khanacademy.org/math/ap-statistics/probability-ap/randomness-probability-simulation/v/statistical-significance-experiment

https://www.youtube.com/watch?v=FHT6e_mdGoU&feature=youtu.be

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DQ 2.2. Control Problems and Confounding Variables




In an experimental design, the independent variable (IV) is the one that is being manipulated. The dependent variable (DV) is the one being observed when the conditions are held constant. Let’s use your discussion participation as an example: The IV is the quality and the number of your posts in the DQs; your discussion grade is the DV. The more often and the better the quality of your posts (IV), the higher the grade you will earn (DV).

A confounding variable is one that was not accounted for nor expected. One way to control possible confounding and extraneous variables is to develop sampling selection criteria. As a researcher, as long as you can control the confounding variables in your study, you should be able to determine if an IV affects DV.

Experimenter bias could alter the behaviour of the participant, thereby changing the results of the study. It is important for researchers to be mindful of and to identify any potential biases.

To help better understand these concepts. Here is a video lecture discussing the Independent, Dependent and Confounding Variables in Quantitative Research https://www.youtube.com/watch?v=mFIvsqVir48

---

It often takes multiple different readings of these complex concepts before the “light” comes on. Good job persevering until you gain understanding.

If you are still unclear about the descriptions of independent variables (IV) and dependent variables (DV), here is a video Research Methods: Independent & Dependent Variables: https://www.youtube.com/watch?v=s-fVRJyEvS0. A key concept to remember about IV and DV: The DV is 'dependent' on the IV. The two variables may be related by cause-and-effect. If the independent variable changes, then the dependent variable is affected.

From your discussions, I sense that some of you are still unclear about the descriptions of independent and dependent variables. To help better understand these concepts, here is a video discussing the Independent, and Dependent Variables in an experiment: https://www.youtube.com/watch?v=s-fVRJyEvS0

To add to your learning about confound variables, here is a fascinating study by Sondhi, Chhibber, and Parikh (2016). This study “explores the role of insight as a confounding variable within the process of a cognitive-behavioural therapy setting, using qualitative findings derived from clinical case observations of long-term therapy for a patient with a

https://www.youtube.com/watch?v=s-fVRJyEvS0

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mood disorder.” Here is the link: https://www.semanticscholar.org/paper/Insight%3A-A-Confounding-Variable-in-Therapy-for-with-Chhibber-Parikh/391d843b15ed8ccb41aa5f6fb7a6b4c3e0013674. Click on “View PDF” To read the journal article.

---

To add to your learning about confound variables, Attached to this discussion is a fascinating study by Sondhi, Chhibber, and Parikh (2016) on Insight: A Confounding Variable in Therapy for Patients with Mood Disorders. This study “explores the role of insight as a confounding variable within the process of a cognitive-behavioural therapy setting, using qualitative findings derived from clinical case observations of long-term therapy for a patient with a mood disorder.” Here is the reference: Sondhi, R., Chhibber, K., & Parikh, S.M. (2016). Insight: A Confounding Variable in Therapy for Patients with Mood Disorders. Journal of depression & anxiety, 5, 1-3. [At the site: Click on Download full-text PDF] https://www.researchgate.net/publication/309306422_Insight_A_Confounding_Variable_in_Therapy_for_Patients_with_Mood_Disorders

---

Food for thought:

I am wondering about the ethical considerations and confounding variables of research participants being paid. This could be similar to volunteering for a research study as a course requirement in college or participating in a survey. Could participants who receive payments or class credit be considered confounding variables? Could payments affect the motivation of participation and effect responses, which are critical in the interpretation of any study results? What about participant bias?

If you are interested in reading about offering payments to research subjects, here is a study by Grady, C. (2005). The researcher states that “The payment of human subjects for their participation in scientific research in the US is a common and long-standing practice that has been documented for well over 100 years.” Although the study is dated, it serves as a learning moment. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1159153/

---

Yes. Research Methodology is a challenging topic. Some of you have indicated that video lectures are most welcome. To help better understand these concepts, here is a video lecture discussing Confounding: An Introduction. I hope you will find this video equally helpful in your learning. https://www.youtube.com/watch?v=Cn18J9PoNOE&list=PL6p7gIm6aWd8c64dsLG_XAQlNaYlFqpDX&index=1. The presenter also has a series of other lectures that you might also be interested in viewing.

https://www.semanticscholar.org/paper/Insight%3A-A-Confounding-Variable-in-Therapy-for-with-Chhibber-Parikh/391d843b15ed8ccb41aa5f6fb7a6b4c3e0013674



https://www.researchgate.net/publication/309306422_Insight_A_Confounding_Variable_in_Therapy_for_Patients_with_Mood_Disorders

https://www.researchgate.net/publication/309306422_Insight_A_Confounding_Variable_in_Therapy_for_Patients_with_Mood_Disorders

https://www.youtube.com/watch?v=Cn18J9PoNOE&list=PL6p7gIm6aWd8c64dsLG_XAQlNaYlFqpDX&index=1

https://www.youtube.com/watch?v=Cn18J9PoNOE&list=PL6p7gIm6aWd8c64dsLG_XAQlNaYlFqpDX&index=1

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Unit 3: Factorial, Quasi-experimental, and Correlational Designs

DQ 3.1. Correlational Research




Unlike experimental research, correlational research does not look for a causal relationship. Correlational research is nonexperimental research in which the researcher measures two variables and assesses if there is a “correlation” (or a statistical difference) between them. Because correlation is not a causal relationship, there will be no effort to control extraneous variables. There are three possible results in correlational research: positive correlation, negative correlation, and no correlation. The correlation coefficient (r) is a measure of the correlation strength and can range from -1.00 to +1.00.

Positive correlations: In this type of correlation, both variables increase or decrease at the same time. A correlation coefficient (r) close to +1.00 indicates a strong positive correlation.

Negative correlations: This type of correlation indicates that as the amount of one variable increases, the other decreases (and vice versa). A correlation coefficient (r) close to -1.00 indicates a strong negative correlation.

No correlation: This indicates no relationship between the two variables. A correlation coefficient (r) of 0 indicates no correlation.

To help get you started in this discussion, here is a video lecture on Correlational research: Crawl, D. (2014). Correlational Research [Video File]. Norse Course Clips. Northern Kentucky University. https://www.youtube.com/watch?v=uiyc20GfclU

---

As I have previously stated, sometimes we have to take baby steps when learning new things/concepts. The more we talk about, read, write about, and discuss complex terms, the more we understand them.

Have any of you heard of using a scatter plot to show a correlation between two variables? Here is a visual representation (http://statstutor.ac.uk) of what sample data points on a scatter plot would look like for different r values. You may also find this youtube video helpful: https://www.youtube.com/watch?v=gxSUqr3ouYA

So, if we were to use a scatter plot to show the difference between positive and negative correlations, a positive correlation starts at the bottom left and proceeds to the upper right. The opposite is true for the negative correlations, which start the upper left and follow a path to the bottom right. If the data points make a straight line going from a low-value on

https://www.youtube.com/watch?v=uiyc20GfclU

http://statstutor.ac.uk/

https://www.youtube.com/watch?v=gxSUqr3ouYA

28

the y-axis out to a high value on the x-axis, then the variables are said to have a positive correlation. If the line goes from a high-value on the y-axis down to a high-value on the x-axis, the variables have a negative correlation.

---

For additional learning, here is a resource on Controlling for confounding variables in correlational research: Four caveats: https://janhove.github.io/design/2015/08/24/caveats-confounds-correlational-designs

---

Some of you mentioned that watching a video has been very helpful in your understanding of a particular concept. To solidify your understanding of correlational research, here is a video lecture by Dr. Nestor Matthews (2013) on Correlational Research https://www.youtube.com/watch?v=sHCIqOUb4Ko

---

In this unit, we were presented with a scenario and discovered that due to other “confounds,” it could change how we look at each condition in the scenario, i.e., a positive correlation, a negative correlation or no correlation. We learned in previous units that confounding variables can be identified during the design stage. A confound can be based on the findings of previous studies, and that is why knowing your topic and relevant research is so valuable in developing the design of your study. Creating experimental groups that are as similar as possible will help control for confounding variables. If you randomly assign the participants in the design stage, confounding variables may be evenly distributed within your research groups. For additional learning, here is a resource on Controlling for confounding variables in correlational research: Four caveats: https://janhove.github.io/design/2015/08/24/caveats-confounds-correlational-designs

DQ 3.2. Quasi-Experimental Designs




Here is a video lecture on quasi-experimental research. The presenter starts with the following: “Quasi-experimental designs look and feel like experimental designs, but they always lack the key feature of random assignment, they can lack the feature of manipulation in comparison as well as does a true experiment”. Here is the reference. Research Designs: Quasi-Experimental Designs (2016). University of Amsterdam. Retrieved from https://www.youtube.com/watch?v=3N-DKY09GM4

https://janhove.github.io/design/2015/08/24/caveats-confounds-correlational-designs


https://www.youtube.com/watch?v=sHCIqOUb4KoT


https://www.youtube.com/watch?v=3N-DKY09GM4

29

---

Just in case you are still struggling with the quasi-experiment designs, here is a video on Quasi-experimental design: https://www.youtube.com/watch?v=GwvjXW2WIsU

---

For those who are interested in learning more about the ethical challenges in this study, here is a journal article: The Tuskegee Syphilis Study: Some Ethical Reflections. Thought and Practice: A Journal of the Philosophical Association of Kenya 3 (2):75-92. https://www.ajol.info/index.php/tp/article/view/74876

For further learning, here is an article: Ethics in quasi-experimental research on people with severe learning disabilities: dilemmas and compromises. http://eds.b.ebscohost.com/eds/pdfviewer/pdfviewer?vid=1&sid=46d009b5-773e-4396-95a1-24fc1226d734%40sessionmgr102. Note: although the article is dated, the study was conducted in 2001; could the ethical issues the author identified be applicable 20 years later? What do you think?

---

Quasi-experimental research is research that looks like experimental research but is not true experimental research. In experimental design, participants are assigned to the treatment or control group using a random procedure (i.e. Random assignment). In quasi-experimental research, however, the participants are not randomly assigned. There is No random assignment in quasi-experimental research. Because of this, quasi-experiments are generally conducted in field settings, rather than a controlled lab environment. To get you started, here is a video on Quasi-experimental design: https://www.youtube.com/watch?v=GwvjXW2WIsU

---

Here is a quasi-experimental study. If your topic is related to CBT or stress and burn-out, you might want to consider including this article as one of your six quantitative articles for your final project. Bresó, E., Schaufeli, W.B., & Salanova, M. (2011) Can a self-efficacy-based intervention decrease burnout, increase engagement, and enhance performance? A quasi-experimental study. Higher Education, 61(4), 339-355. doi: 10.1007/s10734-010-9334-6. Retrieved from https://link.springer.com/article/10.1007/s10734-010-9334-6

-

https://www.youtube.com/watch?v=GwvjXW2WIsU

https://www.ajol.info/index.php/tp/article/view/74876

http://eds.b.ebscohost.com/eds/pdfviewer/pdfviewer?vid=1&sid=46d009b5-773e-4396-95a1-24fc1226d734%40sessionmgr102

http://eds.b.ebscohost.com/eds/pdfviewer/pdfviewer?vid=1&sid=46d009b5-773e-4396-95a1-24fc1226d734%40sessionmgr102

https://www.youtube.com/watch?v=GwvjXW2WIsU

https://link.springer.com/article/10.1007/s10734-010-9334-6

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Unit 4: Qualitative Research Methods

DQ 4.1. Qualitative Methods




Here is a post at the beginning of DQ 4.1

Hello Class,

Welcome to Unit 4 – Qualitative Research Methods!

Throughout the course, you have been working with the topic you declared in Assignment 1 (JAR1) to be used for the final literature review paper. For this discussion question, you will be exploring what your chosen topic could look like if you were to use a qualitative research design. Some of you might have noticed some overlap between DQ 4.1 and DQ 4.2 this week.

I have listed the elements to include in your responses this week for each DQ. Several elements are common to both DQ 4.1 and DQ 4.2 and are Bold and italicized. Please note the method for choosing a qualitative research question is very different than for quantitative research.

Dr. Name

-----------

DQ 4.1- Purposiveness and Congruence

Complete an “armchair walkthrough” using the same topic you previously identified:

1. Discuss purposiveness and congruence

2. Select a purpose from the Richards text

3. State the research purpose and identify (develop) a research question

4. State the context/setting

5. Identify a method (phenomenology, ethnography, or grounded theory)

6. Explain how your choice of method reflects the concepts of purposiveness and congruence

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7. Justify why qualitative methodology is more appropriate than quantitative for your purpose

DQ 4.2 – Qualitative Methods

1. Using the same research question you previously identified in DQ 4.1

2. Select one of the three qualitative methods (phenomenology, ethnography, grounded theory) best suited to explore your topic

3. Explain why your choice of method is the most appropriate for the question

4. Explain how the data gathering/making would occur

5. Describe what the results would look like

---

From a researcher’s point of view, the armchair walk-through is like an internal conceptual map of the entire research project. This walk-through does not consist of any predictions or preconceived notions. It is a thinking exercise to walk through the whole process of the (qualitative) project mentally/conceptually.

To further explore the concepts of purposiveness and congruence within qualitative research, here is a video lecture by Dr. Gastaldo, a discussion on the “epidemiological congruence and rigor” in qualitative research. https://www.youtube.com/watch?v=BpgyxPx0RC8

---

To further explore the concepts of purposiveness and congruence within qualitative research, here is a video lecture by Dr. Gastaldo, a discussion on the “epidemiological congruence and rigor” in qualitative research. Retrieved from https://www.youtube.com/watch?v=BpgyxPx0RC8

---

For additional learning, here is a journal article on Reconceptualizing bias in teaching qualitative research methods. Roulston and Shelton (2015), discuss reconceptualizing bias and recognizing that bias or subjectivity “may not only “unbalance, and limit endeavor” in particular ways but “also motivate and illuminate inquiry (p. 337). Roulston, K., & Shelton, S. A. (2015). Reconceptualizing bias in teaching qualitative research methods. Qualitative Inquiry, 21(4), 332. Retrieved from http://journals.sagepub.com/doi/pdf/10.1177/1077800414563803

https://www.youtube.com/watch?v=BpgyxPx0RC8

http://journals.sagepub.com/doi/pdf/10.1177/1077800414563803

32

DQ4.2. Qualitative Methods




Hello Class,

To help get you into the “Qualitative frame of mind,” here is a chart comparing the difference between qualitative and quantitative methods. (Johnson, & Christensen, 2008, p. 34). The JAR2 assignment is critiquing a qualitative journal article, another reason for you to have a solid understanding of the qualitative research method.

Dr. Name

----------------------------

QUALITATIVE VERSUS QUANTITATIVE RESEARCH

Criteria Qualitative Research Quantitative Research

Purpose To understand & interpret social interactions.

To test hypotheses, look at cause & effect, & make predictions.

Group Studied Smaller & not randomly selected.

Larger & randomly selected.

Variables Study of the whole, not variables.

Specific variables studied

Type of Data Collected Words, images, or objects. Numbers and statistics.

Form of Data Collected Qualitative data, such as open-ended responses, interviews, participant observations, field notes, & reflections.

Quantitative data based on precise measurements using structured & validated data-collection instruments.

Type of Data Analysis Identify patterns, features, themes.

Identify statistical relationships.

Objectivity and Subjectivity

Subjectivity is expected. Objectivity is critical.

Role of the Researcher Researcher & their biases may be known to participants in the study, & participant characteristics may be known to the researcher.

Researcher & their biases are not known to participants in the study, & participant characteristics are deliberately hidden from the

33

researcher (double-blind studies).

Results Particular or specialized findings that are less generalizable.

Generalizable findings that can be applied to other populations.

Scientific Method Exploratory or bottom–up: the researcher generates a new hypothesis and theory from the data collected.

Confirmatory or top-down: the researcher tests the hypothesis and theory with the data.

View of Human Behavior Dynamic, situational, social, & personal.

Regular & predictable.

Most Common Research Objectives

Explore, discover, & construct.

Describe, explain, & predict.

Focus Wide-angle lens; examines the breadth & depth of phenomena.

Narrow-angle lens; tests a specific hypothesis.

Nature of Observation Study behavior in a natural environment.

Study behavior under controlled conditions; isolate causal effects.

Nature of Reality Multiple realities; subjective. Single reality; objective.

Final Report Narrative report with contextual description & direct quotations from research participants.

Statistical report with correlations, comparisons of means, & statistical significance of findings.

Source: Johnson, B., & Christensen, L. (2008). Educational research: Quantitative, qualitative, and mixed approaches (p. 34). Thousand Oaks, CA: Sage Publications.

---

The research design you choose will affect your results and your findings. We do research because we are interested in understanding a phenomenon. We collect reliable observations to answer our questions about the phenomenon under study. A solid understanding of both quantitative and qualitative methods is necessary before identifying the"perfect fit" design for a study.

To add to your knowledge, here is a lecture video on the Fundamentals of Qualitative Research Methods by Dr. L. Curry (2015, Module 1). Fundamentals of Qualitative Research Methods: What is Qualitative Research. Yale University. https://www.youtube.com/watch?v=wbdN_sLWl88

---

https://www.youtube.com/watch?v=wbdN_sLWl88

34

There is a considerable difference between ethnography, phenomenology, and grounded theory. The main difference between the three qualitative research designs is their focus. There are also differences in terms of data collection and data analysis. Here is an article on Qualitative Research Designs: A Conceptual Framework for your library: https://www.semanticscholar.org/paper/Qualitative-Research-Designs%3A-A-Conceptual-Astalin/baa7c8f5577b0b1798b5e9f559f5cbae32bf1a36?p2df

Phenomenology is used to describe the meaning of phenomena for all individuals who have experienced the same thing. The focus is on the meaning of what was experienced and how the participants experienced it.

Ethnography is the study of the behaviours, the languages, and the interactions shared by all members of an entire cultural group.

Grounded theory is used to discover new theories. One of the central features of grounded theory is the process of theoretical sampling. This concept requires the researcher to begin with an open-ended sampling strategy, using participant interviews and an iterative data collection process and analysis to refine it further.

---

So, in looking at the concepts of qualitative research, here is a video lecture by Dr. Molly Ott, a discussion on Qualitative Research Designs. https://www.youtube.com/watch?v=gESfZGSd2t8

---

Here are other readings and videos that you may review or download to your learning library for future viewing:

1. A short video on Trustworthiness and Validity in Qualitative Research Design: https://www.youtube.com/watch?v=JXB-22GVbUA

2. A short article on The Space Between: On Being an Insider-Outsider in Qualitative Research: https://journals.sagepub.com/doi/full/10.1177/160940690900800105

---

If you are interested in reading more about Grounded Theory, look up Dr. Barney Glaser, the “grandfather of grounded theory!” Dr. Glaser has a selection of books on Grounded Theory. You will note that most of Dr. Glaser’s books are dated; however, the literature is considered seminal works. Here is the link to The Grounded Theory Institute, the official site of Dr. Barney Glaser and Classic Grounded Theory. http://www.groundedtheory.com/

https://www.semanticscholar.org/paper/Qualitative-Research-Designs%3A-A-Conceptual-Astalin/baa7c8f5577b0b1798b5e9f559f5cbae32bf1a36?p2df

https://www.semanticscholar.org/paper/Qualitative-Research-Designs%3A-A-Conceptual-Astalin/baa7c8f5577b0b1798b5e9f559f5cbae32bf1a36?p2df

https://www.youtube.com/watch?v=gESfZGSd2t8

http://www.groundedtheory.com/

35

Unit 5: Observational, Survey, and Small N Designs

DQ 5.1. Survey Research




In case you are wondering. Survey Research is a quantitative research method used for collecting data from respondents. It is one of the most common types of quantitative social science research. The data collected from a survey is statistically analyzed to draw meaningful conclusions. The process of implementing survey research methods once you have your research question is; 1) decide survey questions, 2) finalize the target audience, 3) send out the survey via the desired medium (online/email, phone, face-to-face), and 4) analyse survey results.

---

What is a Likert scale? A Likert scale is a survey response scale that represents a range of answer options on a topic. It is a 5 or 7-point scale that ranges from one extreme attitude to another, such as “extremely likely” to “not at all likely.” Typically, they include a moderate or neutral midpoint.

Check out this link to Prof Trochim’s excellent website for more on Survey Research and Likert Scales written by Prof William M.K. Trochim. Here is the link: https://conjointly.com/kb/survey-research/

---

Here is a real-life example of some of the reasons that people do not complete surveys.

How many of you have responded to surveys that you find boring due to the sequence and use of similar questions? What was your level of accuracy with these surveys the further you went through them? Did you continue to answer them truthfully, or did you begin to rush through the question? Would being offered an incentive ($5 or a trip to Disney world) make you more apt to complete the survey?

Food for thought: I want to share an article on Methods of diminishing total survey errors by eliminating bias by K. Brady (2016). Here is the link: https://www.quirks.com/articles/methods-of-diminishing-total-survey-error-by-eliminating-bias

---

https://conjointly.com/kb/survey-research/

https://www.quirks.com/articles/methods-of-diminishing-total-survey-error-by-eliminating-bias

https://www.quirks.com/articles/methods-of-diminishing-total-survey-error-by-eliminating-bias

36

When doing survey research, gaining a representative sample is also crucial. Although the researcher may be able to gather data from all members of a population; however, most of the time, the population is so large that researchers must sample only a part of the population and make conclusions about the population based on the sample.

Here is the video to perk your interest in sampling techniques in research: https://www.youtube.com/watch?v=6skCMCdh3FY

---

In formal research, a pilot study is a crucial element of good study design. Conducting a pilot study does not guarantee success in the main study, but it does increase the likelihood. A pilot study fulfills a range of important functions and can provide valuable insights for other researchers. A pilot study is an important step of research; however, it is not suitable for a literature review assignment. Here is an article by Hassan, Z. A., Schattner, P., & Mazza, D. (2006). Doing A Pilot Study: Why Is It Essential? Malaysian family physician: the official journal of the Academy of Family Physicians of Malaysia, 1(2-3), 70–73. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4453116/

DQ 5.2. Small N Designs




You will choose the small N design when: 1) you are interested in the minute details of individual performance or behavioural change, 2) your interest is in a particular subject, condition or treatment (phobias, autism, ADHD, obesity, etc.), 3) when few subjects are available, or 4) experimentation is difficult or expensive.

For your learning, here is a video lecture on Small N Designs. There are four parts to this lecture; each part provides clear explanations and examples using this design. I have only included the link to the first part: Baker (2011). Psych Research Methods: Small N Designs: Part 1, Here is the link: https://www.youtube.com/watch?v=WD9GR4P6M4g

---

For those of you who want to dig deeper on Small N Designs, here is a link to an article from the US National Library of Medicine National Institutes of Health: Small Sample Research Designs for Evidence-based Rehabilitation: Issues and Methods https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3413737/. From the article abstract: “Small-N designs usually focus on ten or fewer participants whose behavior (outcomes) are measured repeatedly and compared over time. The advantages and limitations of various small-N designs are described and illustrated using three examples from the rehabilitation

https://www.youtube.com/watch?v=6skCMCdh3FY

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4453116/

https://www.youtube.com/watch?v=WD9GR4P6M4g

37

literature. The challenges and opportunities of applying small-N designs to enhance evidence-based rehabilitation are discussed.”

---

As you discuss small N designs and the various applied behaviour analysis research conducted utilizing this approach, I want to share a fascinating experiment conducted by Dr. Edward Tronick. Using the "Still Face" Experiment, in which a mother denies her baby attention for a short period of time, Dr. Tronick describes how prolonged lack of attention can move an infant from good socialization to periods of bad but repairable socialization. In "ugly" situations the child does not receive any chance to return to the good and may become stuck. Here is the link: https://www.youtube.com/watch?v=apzXGEbZht0

---

If you are interested in reading more about small N design, here is the article by Barnett et al. (2012) on Small N designs for rehabilitation research: http://www.rehab.research.va.gov/jour/2012/491/barnett491.html. The researchers concluded that single-case designs are well suited for understanding the patient's behaviour in rehabilitation when studying individualized interventions for people with disabilities.

http://www.rehab.research.va.gov/jour/2012/491/barnett491.html

38

Assignments

Teaching Tips: How to handle plagiarism

Here is information about how to handle possible plagiarism.

As we all know, Turnitin does not “detect” plagiarism. Turnitin only highlights text that matches

sources found in its databases. The Turnitin application is not programmed to identify plagiarism

nor “prove” that a student has not plagiarized. Just because the paper has a 70% similarity, it

does not mean that the student has committed plagiarism. As an instructor, we have the

responsibility to evaluate and assess the student’s work objectively.

Here is some helpful information you may find helpful: link to the Turnitin support FAQ

The bottom line, you, as the instructor, have the decision-making power to work with the student

to create a learning opportunity and to resolve the potential plagiarism issue or to proceed with a

Student Conduct Incident Report.

Please let me know if you have any additional questions.

Jo

--- Here is a suggested email to a student informing them of the high similarity in Turnitin for the

JAR1 assignment. Please feel free to modify it to suit your style.

Hello student,

The purpose of this email is to inform you that your PSYC6213 Research Methodology 21F 1? -

Assignment 1 (JAR1) has a xx% similarity in the Turnitin report. Attached for your review is the

similarity report from Turnitin.

I want to refer you to section 5.6 Student Conduct in the Yorkville NB-Academic Calendar:

https://www.yorkvilleu.ca/wp-content/uploads/2021/07/NB-Academic-Calendar-July-26-

2021.pdf (pp. 17-22)

Specifically, 5.6.3 Procedures for Prosecuting Academic Offenses:

“1. When an instructor believes that a student has or may have committed an academic

offence, the instructor will inform the student of their belief, and invite the student to discuss

the incident within 48 hours of receipt of the invitation. If the student opts not to discuss the

alleged offence or fails to meet with the instructor within 48 hours of having been invited, or if

following the discussion the instructor still believes the offence occurred, a Student Conduct

Incident Report (obtained through the Registrar’s Office) will be completed and submitted by

https://help.turnitin.com/feedback-studio/turnitin-website/instructor/instructor-category.htm#The

https://www.yorkvilleu.ca/wp-content/uploads/2021/07/NB-Academic-Calendar-July-26-2021.pdf

https://www.yorkvilleu.ca/wp-content/uploads/2021/07/NB-Academic-Calendar-July-26-2021.pdf

39

the instructor to the Registrar, together with all relevant documentation supporting the

instructor’s conclusion.”

Please provide your rationale for the high similarity by [give student 48 hours to respond].

Otherwise, you will receive a mark of “0” on the assignment.

I await your response.

Dr. Name

--- If you do not hear from the student by the due date, forward your email (to the student) to

Sheldon Bergner (Sr. Appeals Administrator) at [email protected] and cc: Sebastian

Bustamante (Manager of Student Services) at [email protected]. Here is a

suggested email to Sheldon Bergner. Please feel free to modify it to suit your style.

--- Hi Sheldon, A student in PSYC6213 21F 1? (student name) submitted their first assignment (JAR1) with high similarity of 59%. I notified the student (see email below) and gave them 48 hours to provide a rationale for the high similarity in their assignment (JAR1) by (due date). The 48 hours have passed since the request was sent, and the student has not responded. Please advise the next steps. Your Name



40

ASSIGNMENT 1: JAR1

Assignment 1: Quantitative Journal Article Review (JAR1) including Final Paper Topic

Declaration - Due by the end of Sunday of Unit 2

Assignment #1: - Quantitative Journal Article Review (JAR1) (See Appendix A)



• Length: The paper should be approximately 750 words (3-4 pages), excluding the title,

abstract, and reference pages.

For JAR1, the research design must be quantitative. Quantitative research design uses deductive

reasoning. The purpose of quantitative research is to test hypotheses, look at cause and effect,

and to make predictions. Quantitative data analysis is based on precise measurements using

structured and validated data-collection instruments. The final research report for a quantitative

study is a statistical report with correlations, comparisons of means, and the statistical

significance of findings as is appropriate to the particular design of the study. For JAR1, the

research method, data analysis (statistics), and results should be clearly discussed.

Note: Meta-Analysis, Systematic Review, Pilot studies and Single-subject case studies are

not permitted.

The purpose of an article review is to communicate the main points of a study and to discuss the

implications, strengths and weaknesses of the design. The review is not meant to re-iterate the

details of the study nor to paraphrase each point; instead, it should summarize and discuss the

study. These assignments are an opportunity for you to demonstrate your understanding of the

course concepts. For this paper, write in the third person; the idea is always to remain neutral,

objective, and personally uninvolved.

Make a copy of the JAR1 template and use it for your assignment. Type your selected

quantitative journal article at the top of the first page. Your JAR1 should be double-spaced,

written in font 12-point Times New Roman. The paper should be approximately 750 words (3-4

pages), excluding the title, abstract, and reference pages.

Please format and submit the JAR1 in Word (doc or docx only) and use APA style guidelines.


All assignments will be evaluated with respect to organization, clarity, and thoroughness of

presentation, and justification of evaluation criteria. As a graduate-level course, student work

should be based on critical thinking, not merely on summarizing or paraphrasing material.

The MACP uses APA style 7th edition, specifically: 12pt font size, Times New Roman font and

no running head. All written assignments should have a cover page and be double-spaced

throughout the document. Tip: To double-space the whole document, in Word, go to Design >

Paragraph Spacing, and choose Double (without leaving an extra space between paragraphs or

references, make sure that (both the "Before" and "After" values for Paragraphs are set at 0 =

41

zero). The reference list should only include sources that were used for in-text citations in the

paper itself.

When you save your assignments on your computer, you should “save as” using the following

formula: First Name Last Name -Course Number-Assignment Number (JohnDoe-PSYC6213-1).

Academic Integrity and Honesty

Academic dishonesty, including plagiarism, results in serious consequences. Punishments range

from a reduced grade or a grade of zero on an assignment to automatic failure of a course to

academic dismissal from the university (see Yorkville University Academic Calendar Section 5

of the New Brunswick Academic Calendar, Student Conduct, for a statement of the University's

policy).


The currently policy is listed in courses in the syllabus. In summary, the instructor has the

decision- making power to grant an extension. If you approve an extension, a 3% (3 point)

deduction is attached to each day past the deadline (up to 15 points). Please know that you have decision-making power with these concerns in your course. Based

on your discernment, exceptions can be made to accept the student’s plea regarding the late

assignment or discussion board posts (i.e., medical emergency or catastrophic family event).

We want to support you in your role!

Students cannot email the assignment. It must be submitted through the assignment submission

area. To document the student’s performance, the assignment and grade must be present together

in Moodle.

• Every assignment has a due date. Students are expected to submit assignments on or before

the assigned due date.

• Late assignment submissions must be arranged with the instructor PRIOR to the assignment

due date.

o Approved late assignments will be penalized 3% for each day that they are late, up to 5

days (15%).

o Approved late assignments will not be accepted after 5 days unless there are extenuating

circumstances (such as major illness or death in the family) that have been discussed with

the professor before the new assignment deadline.

• Late assignment submissions that have not been prearranged with the instructor will only be

accepted under extenuating circumstances (such as major illness or death in the family).

o The student must contact their instructor and Student Services Advisor as soon as

reasonably possible to discuss the extenuating circumstance.

o In the case of illness, arrangements may be made at the discretion of the instructor to

make up the work; however, documentation from a health care professional will be

required.

How to Extend an Assignment Deadline

42

We have a new process for extending assignment deadlines. Check out the Faculty Best Practices

Guide:

Non-Turnitin Assignments • Moodle assignment - https://web.microsoftstream.com/video/2364d7b0-cdbf-4d66-

96a0-bcd5d5cdb452

Turnitin Assignment

• Tutorial for Turnitin: https://web.microsoftstream.com/video/df8051a5-018f-4b64-

9a5a-8e5a7889c2d8

Post the following Tips in the Ask Questions About the Course forum

Tips for Choosing Your Topic

Hello Class, Choose a topic for which you have passion and curiosity. Your topic must be relevant to the field of counselling psychology. Once you have a basic topic in mind, the Who, What, Where, When or Why is a great way to begin to think about different aspects of your topic and begin to focus on it.

WHO are the information providers on this topic? Who might publish information about it? Who is affected by the topic?

WHAT are the major questions for this topic? Is there a debate about the topic? Are there a range of issues and viewpoints to consider?

WHERE is your topic important: at the local, national or international level? Are there specific places affected by the topic?

WHEN is/was your topic important? Is it a current event or a historical issue? Do you want to compare your topic by time periods?

WHY did you choose the topic? What interests you about it? Do you have an opinion about the issues involved?

With that said, choosing an appropriate topic and developing a ‘researchable’ question are the most difficult aspects of conducting research. Conducting the research and writing up the results are rather easy in comparison. Hope this helps! Dr. Name

https://web.microsoftstream.com/video/2364d7b0-cdbf-4d66-96a0-bcd5d5cdb452


https://web.microsoftstream.com/video/df8051a5-018f-4b64-9a5a-8e5a7889c2d8


43

Tips for Choosing the right research design (JAR1)

Hello Class,

For a researcher, choosing the right research design is the most important decision to make in determining the research methodology of any research study. A correct research design will help the researcher to decide how to collect, analyze, and interpret the data and to provide an answer to the research question.

There are four main types of quantitative research designs: descriptive, correlational, quasi-experimental and experimental. (We are currently discussing experimental design, and will be discussing the other three designs in the next few weeks). What is the difference between the four types? The differences relate to the degree the researcher designs for control of the variables in the experiment. The purpose of quantitative research is to examine either a cause-and-effect relationship or a relationship between variables using statistical analyses.

For JAR1, be sure that the research design in the article selected is quantitative. You MUST distinguish the design type in the discussion.

Dr. Name

Tips for Completing Assignment 1 (JAR1)

Hello Class,

The first assignment (JAR1) is due in two weeks (Sunday, XXX). The purpose of the journal article review is to communicate the main points of a study and to discuss both the implications and strengths and weaknesses of the design. The review is not meant for you to re-iterate the details of the study or to paraphrase each and every point; instead, you should summarize and discuss the study.

I know some of you have started thinking about this assignment; that is a good approach! If you have not written an article critique, I strongly recommend that you start thinking/planning it now so that you will have more chances to ask questions and be successful in this assignment!

Here are a few tips to help get you started:

Step one: Select a topic. For JAR1, you will be declaring the topic for the Final Project and reviewing a quantitative journal article relating to the topic you have chosen. Your topic must be relevant to the field of counselling psychology. As with any research study, you begin with an area that you are passionate about; it could be an area of concern or area of interest which you want to further explore by conducting a critical analysis of a quantitative study; hence the Topic.

44

Step Two: Once you have your chosen topic, search in “Google Scholar” and/or in the YU online library. From the search field, type in “quantitative study- your topic.” The journal articles you select should be from peer-reviewed or scholarly journals and related to your topic.

Article Selection: As you come across an article, you must be able to sit with the article and critically appraise it. Critical appraisal of a journal article is a literary and scientific systematic dissection in an attempt to assign merit to the conclusions of an article.

Here are some questions to ask before you decide on your chosen quantitative journal article. If any of the first four questions are answered “no,” then you should return to your search and attempt to find an article that will meet the JAR1 criteria.

1. Does the article attempt to answer the same or a similar question as your research question?

2. Is the article recently published (within 5-10 years) or is it a seminal work?

3. Is the journal peer-reviewed?

4. Do the researchers present a hypothesis?

5. Is the study design valid for your research question?

6. Are the statistical tests appropriate for the study design?

7. Are the results presented in the article?

If you have answered “yes,” to all seven questions, then you should select the article and get ready to start your JAR1 assignment.

Furthermore, you may select a Randomized Controlled Trial (RCT) study. However, a Pilot study is not appropriate for this assignment. The purpose of a pilot study is to examine the feasibility of an approach that is intended to be used in a larger-scale study. Single-subject case studies are also not not permitted.

Dr. Name

JAR1 Lessons Learned (this sample could be posted after posting the JAR1 grades)

Subject: JAR1 - Lessons Learned

Hello Class,

45

I am still grading your Assignment 1 (JAR1), and I expect to post the grades tomorrow.

Since Assignment 2 (JAR2) – Qualitative journal article review is due on Sunday, March 7, and I know some of you are thinking about and working on this next assignment. I thought I would highlight some common issues noted in Assignment 1 so that you may incorporate them into your future assignments.

Here are a few general observations and suggestions:

1. Please make sure you are completely meeting the requirements of the assignment. Refer to the Assignment evaluation rubric. Always re-check to make sure you have covered all points.

2. Literature Review

The literature review section should discuss the important research that guided or precipitated this study. Several journal articles are cited in the literature review section. It is unclear if these should be cited as secondary sources. The JAR2 assignment is to critique only one journal article. You need to summarize the key theory or empirical findings that the author of your selected journal article found, including any sources cited in their study. Unless you have also “read” the cited sources, you should include them as a secondary source (as cited in…). Cite secondary sources sparingly (APA 2020, p. 258).

3. Interpretation

Make sure you address Ethical considerations in research.

For JAR2, discuss the following questions: Are the conclusions made by the author(s) warranted? What are the possible alternative explanations of the results? What are the strengths of the study? What was done well? What are the weaknesses/limitations of the study? Identify the specific design and describe the salient features. Incorporate your knowledge of course-related concepts in your discussion of these questions (e.g., ethical considerations). Support your claims with material from the text and other scholarly references, as appropriate.

4. Reference List

In your reference list, only provide a reference for the journal article you have chosen to review and the Goodwin text (if applicable). Again, if you have also “read” the researcher’s cited sources, then you can include them as a primary source in the reference list. If not, secondary sources should not be included in your reference list.

The references should be double-spaced without extra spaces between references (APA, 2020, p. 303). The first line of a reference should start flush to the left margin, and

46

references should be left-aligned with a ragged right margin. Second and subsequent lines of every reference should have a hanging indent (APA, 2020, p. 303). Use your word processor’s settings to set up an automatic hanging indent: double-spaced throughout (without leaving an extra-space between paragraphs or references; make sure that the "Before" and "After" values for Paragraphs are 0 = zero).

5.Writing Quality

Ensure that you are using academic graduate-level language. Avoid colloquialisms. Avoid using contractions in academic writing. For example, you should write “do not” instead of “don’t,” “cannot” instead of “can’t” and “have not” instead of “haven’t,” among other contractions.

6. All written work must be formatted according to the APA style as outlined (pp. 61-67) in the 7th edition of the Publication Manual of the APA. Check your paper for proper formatting, font, punctuation, citation and referencing, and grammar.

7. Make sure you proofread your submission more than once. Some of you have very good ideas and make good points; however, grammatical and formatting issues obscure the content.

I also noticed that for some of you, the Reference list is not a separate page. Here is a handy tip that can be used whenever a separate page is required. Give it a try.

How to insert a Page Break in your document:

1. Click at the point in the document where you want to add the page break.

2. Click the Insert tab at the top of the window.

3. Click the Page Break button.

Always start the Reference list on a separate page. (APA, p. 230). You can insert a “Page Break” where you want to start the Reference list; it will then stay as a separate page from the main body of the document.

Also, please make sure you submit your assignments as a Word document and NOT a Pdf.

Dr. Name

47

ASSIGNMENT 2: JAR2

Assignment 2: Qualitative Journal Article Review (JAR2) - Due by the end of Sunday of

Unit 4.

Assignment #2 - Qualitative Journal Article Review (JAR2) (See Appendix B)





For JAR2, the research design must be qualitative and utilize a formal qualitative methodology

(e.g., grounded theory, phenomenological, ethnographic). Qualitative research design is

inductive in its reasoning. It is a systematic subjective approach used to describe life experiences

and to give these life experiences meaning. The goals for a qualitative researcher are to gain

insight and to explore the depth, richness, and complexity inherent in the phenomenon under

study. The final report for a qualitative study is a narrative report with contextual description &

direct quotations from research participants. A study that simply asks open-ended questions and

reports the results will not meet the requirements for this assignment. For JAR2, the research

method, data analysis, and results should be clearly discussed.


not permitted.

The purpose of an article review is to communicate the main points of a study and to discuss the

implications, strengths and weaknesses of the design. The review is not meant to re-iterate the

details of the study nor to paraphrase each point; instead, it should summarize and discuss the

study. These assignments are an opportunity for you to demonstrate your understanding of the

course concepts. For this paper, write in the third person; the idea is always to remain neutral,

objective, and personally uninvolved.

Make a copy of the JAR2 template and use it for your assignment. Type your selected qualitative

journal article at the top of the first page. Your JAR2 should be double-spaced, written in font

12-point Times New Roman. The paper should be approximately 750 words (3-4 pages),

excluding the title, abstract, and reference pages.

Please format and submit the JAR2 in Word (doc or docx only) and use APA style guidelines.










48


paper itself.












in Moodle.




due date.


days (15%).










required.

How to Extend an Assignment Deadline We have a new process for extending assignment deadlines. Check out the Faculty Best Practices

Guide:

Non-Turnitin Assignments • Moodle assignment - https://web.microsoftstream.com/video/2364d7b0-cdbf-4d66-

96a0-bcd5d5cdb452

Turnitin Assignment



49


9a5a-8e5a7889c2d8

Post the following Tips in the Ask Questions About the Course forum

Subject: JAR2 journal article selection tips!

Hello Class,

The second assignment (JAR2) is due this Sunday (XXX). The purpose of the journal article review is to communicate the main points of a study and to discuss both the implications and strengths and weaknesses of the design. The review is not meant for you to re-iterate the details of the study or to paraphrase each and every point; instead, you should summarize and discuss the study.

I know some of you have started thinking about this assignment; that is a good approach! If you have not written an article critique, I strongly recommend that you start thinking/planning it now so that you will have more chances to ask questions and be successful in this assignment!

If you are having problems finding qualitative journal articles, you can look in the International Journal of Qualitative Studies on Health and Well-being. Here is the link: https://www.tandfonline.com/toc/zqhw20/current

Try using Google Scholar, type in "qualitative" to the topic as a search term, and you may be surprised what you can find. Search by using keywords include the type of study, data analysis type, or terminology used to describe the results. For example: Ethnographic, Grounded Theory, Phenomenological, Focus group, Interview, Narrative, Observational, Discourse analysis.

Please posts additional questions in this forum.

Dr. Name



https://www.tandfonline.com/toc/zqhw20/current

50

ASSIGNMENT 3: Final Project – Comprehensive Literature Review

Assignment 3: Final Project: Comprehensive Literature Review - Due by the end of

Sunday of Unit 5

Assignment #3 - Final Project – Comprehensive Literature Review (See Appendix C)





For Assignment 3: Final project, you are asked to complete a comprehensive literature review of

your chosen topic. Guidelines on how to structure your paper are provided in the Final Project

Template. Select at least 12 peer-reviewed journal articles (published within the last 10 years)

related to your topic (preferably six quantitative and six qualitative). For the comprehensive

literature review, be sure that the research design in the articles selected is either quantitative or

qualitative. You MUST distinguish the design types in the discussion.


not permitted.

Ensure the comprehensive literature review:

1. includes sections and subsections identified in the template;

2. focuses on the topic that you have chosen in Assignment 1;

3. includes a problem statement and research question(s) that specifically describes what

you would like to know about your chosen topic;

4. summarizes the main points of the studies clearly, including assessment of reliability and

validity (for quantitative studies) and credibility, transferability, and dependability (for

qualitative studies);

5. includes specific recommendations for future research in both the quantitative and

qualitative realms;

6. demonstrates evidence of insight and synthesis of ideas from various parts of the course,

including ethical considerations; and

7. is well written, accurate, and concise.

Your paper should be double-spaced, written in font 12-point Times New Roman. The paper

should be approximately 2500 words (8-10 pages), excluding the title, abstract, and reference

pages. Please format and submit the final project in Word (doc or docx only) and use APA style

guidelines.









51





paper itself.












in Moodle.




due date.


days (15%).










required.

How to Extend an Assignment Deadline We have a new process for extending assignment deadlines. Check out the Faculty Best Practices

Guide:

Non-Turnitin Assignments

52

• Moodle assignment - https://web.microsoftstream.com/video/2364d7b0-cdbf-4d66-

96a0-bcd5d5cdb452

Turnitin Assignment


9a5a-8e5a7889c2d8

Post the following Tips in the Ask Questions About the Course forum (During Week 1)

Final Project – Comprehensive Literature Review

Subject: Final Project – Comprehensive Literature Review

Hello Class,

I understand. The requirements for the final project seem overwhelming. It is only the first week of the course, hang in there! You will have a chance to further develop a topic and a research question throughout the course.

So, the final project is to be completed using a step approach. First, you must declare a topic (counselling related) of interest for your first assignment (JAR1), then find a quantitative article about your chosen topic, and write a critical analysis of the article. Next, for assignment 2 (JAR2), you will use the same topic and find a qualitative article and write a critical analysis of the article. Then, for the final project, based upon your chosen topic, select 12 (six quantitative and six qualitative) journal articles and write a comprehensive literature review. For the final project, you may include the quantitative and qualitative articles which you have selected in your JAR1 and JAR2 assignments, respectively.

Dr. Name

Final Project – More on Literature Review

Subject: Final Project - More on Literature Review

Hello Class,

The literature review is just that, a discussion of the areas of research that have dealt with your topic. Identify the key players in the field along with the current research studies of the topic. Include the following: briefly describe important research that guided or precipitated this literature review, including main points and any deficiencies. Summarize the key theory or empirical findings that provide the background and rationale for the studies being reviewed.





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So, each article should be mentioned. However, they should be summarized and synthesized. So several articles may be grouped together if they have similar (topics), results, findings, methodology, etc.

The final paper should be about 7-10 pages in length, not counting the cover page, table of contents, abstract, and reference pages. Please note that points will be deducted if it is over 15 pages (not counting the cover page, table of contents, abstract, and reference pages).

The final project is an opportunity to practice writing concisely and succinctly. It is the hallmark of a Mater's level professional.

Dr. Name

Ten Simple Rules for Writing a Literature Review

Subject: Ten Simple Rules for Writing a Literature Review

Hello Class, I want to share an article on Ten Simple Rules for Writing a Literature Review. Here is an excerpt from Pautasso’s article, “Reviewing the literature requires the ability to juggle multiple tasks, from finding and evaluating relevant material to synthesising information from various sources, from critical thinking to paraphrasing, evaluating, and citation skills…” Pautasso M. (2013). Ten simple rules for writing a literature review. PLoS computational biology, 9(7), e1003149. doi:10.1371/journal.pcbi.1003149. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3715443/ I hope this article provides you with a foundational understanding of the literature review process. Dr. Name

Examples of literature reviews

Subject: Examples of Literature Reviews

Hello Class, If you are interested in choosing Eating Disorders as your topic for your final project, here is a resource you might find helpful.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3715443/

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A Resource for Counsellors and Psychotherapists Working with Clients Suffering from Eating Disorders. As stated in the Introduction: “This literature review is based on available empirical evidence and has been developed to provide a resource for counsellors and psychotherapists working with clients who have eating disorders.” A LiteratureReviewEatingDisorders.pdf An additional resource on Literature Reviews: https://pacfa.org.au/portal/Publications-and-Research/Publications/Portal/Publications-

and-Research/Pub.aspx?hkey=10986db2-77e7-4ab1-928e-c9d83694e32a

If you plan to use any of this material, please make sure you provide proper citation and reference. As a reminder: Academic Integrity and Honesty Academic dishonesty, including plagiarism, results in serious consequences. Punishments range from a reduced grade or a grade of zero on an assignment to automatic failure of a course to academic dismissal from the university (see Yorkville University Academic Calendar Section 5 of the New Brunswick Academic Calendar, Student Conduct, for a statement of the University's policy). Dr. Name

Literature Review - Do's and Don'ts

Subject: Literature Review - Do's and Don'ts

Hello Class,

I know some of you are thinking about the final project, which is due on Sunday, Month XX. Here is a helpful chart illustrating valuable considerations for your final project – Comprehensive Literature Review.

Dr. Name

----------------------

Literature Review Dos and Don'ts

Dos Don’ts

Introduction: Introduction:

https://www1.health.gov.au/internet/main/publishing.nsf/Content/phi-natural-therapies-submissions-containerpage/$file/PACFA%20Lit%20Review%20Eating%20Disorders.pdf

https://pacfa.org.au/portal/Publications-and-Research/Publications/Portal/Publications-and-Research/Pub.aspx?hkey=10986db2-77e7-4ab1-928e-c9d83694e32a

https://pacfa.org.au/portal/Publications-and-Research/Publications/Portal/Publications-and-Research/Pub.aspx?hkey=10986db2-77e7-4ab1-928e-c9d83694e32a

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Do provide a rationale and topic with a specific question for research.

Do provide a problem statement based on a recognized gap or extension of information that can come from this research.

Do not make general assumptions about an idea. There is no general knowledge, but knowledge about this topic must be supported with research.

Themes and Key Research Questions

Do have reference to experts contributing to current research on the topic.

Do explain the themes and key research question, including why they are relevant to the study.

Do address the components in sequential order in your review. For example, if you are talking about gaps in generations, you might use themes like: family systems, attachment development, conflict resolution and family resilience. As you develop this information, maintain the same order of information so as not to confuse readers, including the primary and secondary topic.

Do explain the meaning in reference to the themes or components in a coherent manner and its importance in understanding the research.

Themes and Key Research Questions

Do not rely on websites for current research information without substantiating this information from academic sources.

Do not assume the reader can find your research question or the themes you are developing in your review.

Do not ignore the research question and the key components or themes you are reviewing.

Do not randomly address themes and primary and secondary topic but address them sequentially throughout your paper.

Do not assume the reader understands the order of your literature review but state the importance of themes and components as you explain them.

Terminology

Do provide definitions of terms that are relevant to your topic within the synthesis of your sources.

Do provide examples and referenced terminology that use academic resources.

Terminology

Do not provide definitions of terminology that are not relevant to the topic or that are isolated from the synthesis.

Do not exclude examples of using terminology to help clarify the meaning and relevance of the term.

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Do synthesize information so that the reader understands your terminology within the context of the literature review. Keep in mind that one person's definition of "systems theory" can be different from another person's definition and experience with this term.

Do not create assumptions that the reader understands terminology without applying it to the context of the literature review. For example, do not assume a reader understands "systems theory" in the context of this study.

Synthesis of Sources

Do include information that would support further investigation of this topic, incorporating previous research on the topic.

Do take disparate parts of each theme or component of your research and create a whole picture out of that including contradictory information as well.

Do include an analysis of research design differences and results from these differences that may impact conclusions for research studies. For example, longitudinal research will provide you with different results that can be applied in a unique manner to your topic compared with a one-time study.

Do combine ideas into one complex whole by evaluating studies and not simply reporting them.

Do read selections several times as new ideas emerge from each reading.

Do write with multiple resources in a paragraph so we can see how multiple authors support an idea or reject it.

Synthesis of Sources

Do not use only one source per paragraph like an annotated bibliography.

Do not evaluate article by article but synthesize information to support your work.

Do not use only supporting evidence as a review but include contradictory evidence as well.

Do not use just one type of research, such as quantitative that could squelch a new focus or idea.

Do not rely on only one reading of the material.

Do not write one resource per paragraph. This is not synthesizing.

Conclusion

Do state why this topic is worth investigating and how it will add to the

Conclusion

Do not assume the reader understood how your review of materials will add to the body of knowledge, revise an

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body of knowledge, revise an existing study, or propose a study for the future.

Do compile and synthesize the knowledge that you have gathered throughout the course.

Do pull a variety of research into meaningful conclusions---like putting pieces of a puzzle together to create a new picture.

existing study or propose a study for the future

Do not list the information you covered in the paper but explain the synthesis of that information appropriately in the conclusion.

Do not use limited resources from the same author and restate the components of your literature review but incorporate your resources into a meaningful conclusion.

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Final Week – Final Grades

Final Grades: Submit your final grades with seven (7) days of the end of your course (aka, the

following Sunday) by uploading them from your course in Moodle to YSIS (Yorkville Student

Information System). Once submitted through YSIS - do not revise or update grades without contacting the

Registrar’s office through [email protected] or Lan Hu: [email protected]

Once the Grading Window closes, the Registrar goes into our system to manually sync grades

into YSIS. If the student has a failing grade, then they are put on a notification list. If they have

received a failing grade previously, then they are put on a dismissal from the program list. If

grades are changed without notifying the Registrar, it can cause notifications for student for

failure/dismissal to be sent OR they may be left off the list.

If you need to change a grade for any reason, please copy the registrar’s office to let them

know that a change has occurred. They will go into the course and re-sync grades.

There are serious consequences for students attached to this so please be mindful that once the

grading window closes – the final grade book must stay the same. (It does not automatically

sync with YSIS – this is a manual process).

Incompletes and Accommodations It is your decision to grant an incomplete. Most incompletes give the student less than a week (sometimes only a few days). If you want to approve an incomplete, the student needs to send you the completed form for your signature. Then submit it to our Registrar at [email protected] or Eden Barbarona: [email protected]

• Accommodations: If your student has an approved accommodation, then the student

will send the registrar the incomplete form with their accommodations letter attached.

You do not need to sign the incomplete form (for accommodations only).

• Policy Outlined Below: 1. Student obtains a Request for Grade of “Incomplete” Form from student services

or is given access to it online. 2. Student completes “Section A”, attaches the letter of accommodation

authorizing the additional time, and submits both to the Registrar’s Office. 3. The registrar signs and emails a copy to the student and faculty member. A copy is

placed in the student’s file.





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FAQs (Common Student Questions)

Common Student Questions with Suggested Responses:

Student Question: Where can I get extra help with stats? Answer: Please go to the following site in the Yorkville Library. https://my.yorkvilleu.ca/library/research-methods/

Student Question: Just wondering if you could clarify your preference on the format of the discussion questions. Do you want them numbered total each week, or separate according to discussion thread (i.e. 1, 2, 3, etc. for DQ 1.1 and starting over with 1, 2, 3 and so on for DQ 2.1).

Answer: There is no need to provide a number with each discussion submission. For me, quality is more important than quantity, but according to the rubric to earn a good grade, you have to do well in both quality and quantity in the discussions. However, if it helps you in organizing your learning, and you want to provide a number with every post, you may do so.

Student Question: For APA format do you want us to include in-text citations or just the reference list at the bottom? Answer: You need to credit your sources by providing proper citation and reference with all posts in discussions. Yes. You are required to provide in-text citations in APA style within the text and references at the end of your posts.

Student question: So I understand that for JAR1 - I need to find a qualitative article and comment on methods regarding the research design, strengths and weaknesses etc., and basically apply what we have learned to date about research methods and include in the discussion.

Answer: Yes. Your understanding of JAR1 is correct. For JAR1, be sure that the research design in the article selected is quantitative. You MUST identify the design type in the discussion.

Student question: For JAR2 - the same will apply to our chosen topic yet, this will be for a qualitative article, and in both JARs I need to distinguish qualitative from quantitative.

Answer: Yes. Your understanding of JAR2 is correct. For JAR2, the design should be primarily qualitative and utilize a formal qualitative methodology (rather than simply asking open-

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ended questions and reporting the results). Stay tuned. We will learn about qualitative research in Unit 4.

Student question: For the final assignment - we are choosing 12 articles - 6 qualitative and 6 quantitative - and commenting about the findings in both capacities, as well as discussing what methods are stronger or weaker than others? - are we comparing what we believe to be a better methodology among the articles? Just not too clear on this as I am starting to do research so that I can read the articles in advance of the final paper.

Answer: The literature review is just that, a discussion of the areas of research that have dealt with your topic. The final project (a comprehensive literature review) is an opportunity for you to demonstrate your understanding of the course concepts; Identify the key players in the field along with the current research studies of your chosen topic. In your discussion, you should briefly describe important research (12 journal articles) that guided or precipitated the literature review, including main points and any deficiencies. Summarize the key theory or empirical findings that provide the background and rationale for the studies being reviewed.

Student question: Do we need a table of contents?

Answer: Yes. For the final project, you need to include a Table of Contents. However, it is NOT necessary to include a Table of Contents for JAR1 and JAR2.

Student question: What are primary and secondary topics?”

Answer: The final project, A Comprehensive Literature Review, will include a discussion of the common themes and differences between the articles and their methodological strengths and weaknesses, including ethical considerations.

Your primary topic is the topic you declared for the first assignment, JAR1. Finding the sub (secondary) topic(s) is similar to the qualitative data analysis process of finding themes and sub-themes.

Here are some examples:

Suppose your topic is exploring the effectiveness of internet-based counselling therapies. In that case, you may find that sub-topics that emerge include internet-based therapy with rural populations or with urban populations as a sub-topic or looking at issues of access as a sub-topic.

If your primary topic is to explore MBCT as a treatment for depression, then the sub-topic could be to narrow the participants by one specific variable, such as gender, geography, age, and so forth.

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Another example, Cognitive Behavioral Therapy for PTSD might be a primary topic, whereas Prolonged exposure, Cognitive Processing Therapy, etc. may be secondary.

Asking for a sample paper-

Hello student,

Thank you for your question.

As a general practice, I do not provide students with sample papers because I believe that it would stunt critical thinking and creativity, particularly for a research course.

I understand that the requirements for the assignment can seem overwhelming. Let’s see if I can guide you in the right direction. Begin by ensuring that your topic is relevant to the field of counselling psychology. Then, choose a topic for which you have passion and curiosity.

Here are a few tips to help get you started:

Step one: Select a topic. For JAR1, you will be declaring the topic for the Final Project and reviewing a quantitative journal article relating to the topic you have chosen. Your topic must be relevant to the field of counselling psychology. As with any research study, you begin with an area that you are passionate about; it could be an area of concern or area of interest which you want to further explore by conducting a critical analysis of a quantitative study; hence the Topic.

Step Two: Once you have your chosen topic, search in “Google Scholar” and/or in the YU online library. From the search field, type in “quantitative study- your topic.” The journal articles you select should be from peer-reviewed or scholarly journals and related to your topic.

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Appendices

Appendix A

Assignment 1 – JAR1 Template

1

Assignment 1: Quantitative Journal Article Review

Your Name


PSYC 6213: Research Methods

Instructor Name

Due Date, 20XX

i

(Present the quantitative study you are reviewing, name the design, and briefly explain how it

relates to the topic chosen for the Final Project. The topic for the final project will be presented

as one single sentence that will serve as your working title as you undertake your research. See

the example abstract below, which you may use as a guide.)

Abstract

This assignment is comprised of a Journal Article Review (JAR) related to the topic chosen for

the Final Project: [Insert one sentence describing the topic you have chosen for the final project

(e.g., The use of Animal-Assisted Therapy for treating Selective Mutism in preschool children)].

This article, Insert Title Here, employs a [insert name of the quantitative design (e.g.

experimental, correlational, quasi-experimental)] design and is relevant to the topic of the Final

Project because […].

2

Indicate the Quantitative journal article selected

Surname, Initial., Surname, Initial., & Surname, Initial. (Year). Title of journal article with no

caps. Title of Journal, Volume number (issue number), page numbers.

Statement of Problem

[What is the research problem being addressed, and what are the specific research

question(s)? What are the researchers trying to do? Why?]

Literature Review

[Briefly describe relevant research that guided or precipitated this study. Include

citations. Note: this should not be an exhaustive restatement of the article’s introduction; just

summarize the key theory or empirical findings that provide the background and rationale for the

study being reviewed.]

Hypotheses To Be Tested

[What are the hypotheses of this study? What did the researchers predict they would

find?]

Method

[Note: the content under each of these headings should be one or two lines.]

Participants

[Who were the participants (demographics), and how were they recruited/selected?]

Materials

[Briefly make note of the materials/measures that were used to assess the variables and to

assess reliability and validity.]

Procedure

3

[Briefly describe the procedure – what was done in the study?]

Statistics

[Name the primary statistical design(s) employed. How were the data analyzed? What

inferential analyses were performed? Which statistics and/or tests of significance were used?]

Results

[Briefly describe the main findings (include numerical values and alpha levels where

appropriate).]

Implications

Implications for Counselors, Clients, and Counselling

[What are the implications of the findings? Support your assertions with citations from

the text and additional references where possible.]

Discussion

Summary

[Summarize the main results with reference to the original hypotheses. To what extent

were the hypotheses supported by the findings?]

Interpretation

[Are the conclusions made by the author(s) warranted? What are the possible alternative

explanations of the results? What are the strengths of the study? What was done well? What are

the weaknesses/limitations of the study? Identify the specific design and describe the salient

features (if you have chosen an experimental study, explain whether it is a true experiment or a

quasi-experimental design and why). Incorporate your knowledge of course-related concepts in

your discussion of these questions (e.g., ethical considerations, reliability/validity of measures,

ability to draw causal conclusions, threats to the internal/external validity of the study, the

4

generalizability of the study, confounding variables and sources of bias). Support your claims

with material from the text and other scholarly references, as appropriate.]

For Further Study

[Recommend what should be done next in this area. How can this work be followed up

or extended?]

5

References [alphabetical order]



Surname, Initial. (Year). Book title: No caps except after colon or if the capitalization is for

proper nouns like names of assessment tools. City, State or Province written as 2 letter

abbreviation, such as ON: Publisher Name.

Appendix B

Assignment 2 – JAR2 Template

1

Assignment 2: Qualitative Journal Article Review

Your Name



Instructor Name

Due Date, 20XX

i

(Present the qualitative study you are reviewing, name the design, and briefly explain how it

relates to the topic chosen for the Final Project. The topic for the final project will be presented

as one single sentence that will serve as your working title as you undertake your research. See

the example abstract below, which you may use as a guide.)

Abstract

This assignment is comprised of a Journal Article Review (JAR) related to the topic chosen for

the Final Project: [Insert one sentence describing the topic you have chosen for the final project

(e.g., The use of Animal-Assisted Therapy for treating Selective Mutism in preschool children)].

This article, Insert Title Here, uses a [insert name of formal qualitative methodology (e.g.,

grounded theory, phenomenological, ethnographic)] design and is relevant to the topic of the

Final Project because [...].

3

Indicate the Qualitative journal article selected



Statement of Problem

[What is the research problem being addressed and the specific research question(s)?

What are the researchers trying to do? Why?]

Literature Review

[Briefly describe relevant research that guided or precipitated this study. Include

citations. Note: this should not be an exhaustive restatement of the article’s introduction; just

summarize the key theory or empirical findings that provide the background and rationale for

the study being reviewed.]

Research Questions Being Investigated

[What are the primary research questions of this study? What were the researchers

interested in exploring?]

Method

[The content under each of the headings should not take more than one or two lines.]

Participants

[Who were the participants (demographics), and how were they recruited/selected?]

Materials

[Briefly describe the materials that were used to collect the data.]

Procedure

[Briefly describe the procedure – what was done in the study?]

4

Data Analysis

[How were the data collected? How were the data analyzed?]

Results

[Briefly describe the main findings. Discuss the clinical relevance of the findings.]

Implications

Implications for Counselors, Clients, and Counselling

[What are the implications of the findings? Support your assertions with citations, using

the text and additional references where possible.]

Discussion

Summary

[Summarize the main results with reference to the original research question. To what

extent did the findings support the research question?]

Interpretation

[Are the conclusions made by the author(s) warranted? What are the possible

alternative explanations of the results? What are the strengths of the study? What was done

well? What are the weaknesses/limitations of the study? Identify the specific design and

describe the salient features. Incorporate your knowledge of course-related concepts in your

discussion of these questions (e.g., ethical considerations). Support your claims with material

from the text and other scholarly references, as appropriate.]

For Further Study

[Recommend what should be done next in this area. How can this work be followed up

or extended?]

5

References [alphabetical order]



Surname, Initial. (Year). Book title: No caps except after colon or if the capitalization is for

proper nouns like names of assessment tools. City, State or Province written as 2 letter

abbrev

Appendix C

Assignment 3 – Final Project – Comprehensive Literature Review Template

PSYC 6213 Comprehensive Literature Review Description and Template

For the Final Project, complete a comprehensive literature review using the Template

that follows this description. Make a copy of the Template and use it for your assignment. Type

your chosen topic at the top of the first page. Using the topic you have declared in Assignment

1, locate 12 journal articles with preferably six quantitative and six qualitative studies. You may

search for your journal article via the Yorkville Library or through other online scholarly search

engines or databases, such as Google Scholar, ERIC, BASE, PubMed Health.

This Template outlines some of the major content to be included in your Comprehensive

Literature Review. Please work closely with the APA Publication Manual 7th edition to use

correct and consistent APA style. See Sample student paper in APA (2020), pages 61-67, for

APA format to follow in your writing.

The purpose of this comprehensive literature review is to communicate the main points

of existing research in your topic area and to discuss both the implications and strengths and

weaknesses of the designs. Special attention should be paid to issues of reliability and validity

as well as ethical considerations, as appropriate. The goal of the paper will be to evaluate the

research in the field and identify any shortcomings in your area of interest, making specific

recommendations for future quantitative and qualitative research. The review is not meant to

re-iterate the details of the studies and paraphrase each and every point; rather, it should

summarize and discuss these studies in a critical manner that will support your conclusions and

recommendations. This assignment should be seen as an opportunity for you to demonstrate

your understanding of the core concepts of research methodology. Quotes should be used

sparingly or not at all. Your literature review should be double-spaced, written in font 12-point

Times New Roman. The paper should be approximately 2500 words (+/- 100 words), excluding

the title, abstract, and reference pages.

Submissions should be double-spaced and follow APA (2020) format. Please note that

APA includes attention to word choice, grammar, punctuation, syntax, page and heading

formatting, as well as in-text citation and referencing style. For this paper, write in the third

person; the idea is always to remain neutral, objective, and personally uninvolved.]

All of the instructions and guidance contained in this template (in blue font) should be removed

prior to submission.

1

Paper Title (Your Chosen Topic)

Your Name



Instructor Name

Due Date, 20XX

1

Abstract [150-250 words]

[The abstract briefly describes the content of the paper to follow. It should contain details

about the main topic and focus of your literature review. The abstract consists of one (1)

paragraph on a page by itself. Consult the APA publication manual (APA, 2020, p. 38) for

additional guidance on how to construct an appropriate and effective abstract.]

2

Indicate the Paper Title (Your chosen Topic from Assignment 1)

[What area of research is your focus? What is your reason for reviewing the literature in this

area? Explain the criteria to be used in analyzing and comparing literature and the organization

of the review; and, when necessary, state why certain literature is or is not included.

Background

[What is the historical context/background of your topic? What theoretical perspectives

frame/inform this topic?]

Problem Statement

[What is the problem being addressed by this literature review and what are the specific

research question(s)? What is the purpose of this literature review? Why?]

Literature Review

[Describe the current state of scientific knowledge on your topic. What do we already know

about it? What kinds of studies have explored it to date? What research methods were used?

Briefly describe the results of these studies, with proper APA referencing. Comment on the

studies and their integrity. How well did they add to the knowledge base? Were they flawed in

some way? Discuss any gaps or deficiencies. Include descriptive subheadings for the major topic

areas.]

Primary Topic. [The heading for these subsections should reflect the topics discussed in each

section.]

Secondary Topic. [The heading for these subsections should reflect the topics discussed in each

section.]

Summary

3

[Summarize major contributions of significant studies and articles to the body of

knowledge under review, maintaining the focus established in the introduction.]

Implications

[What are the implications of the findings? Support your claims with the text and

additional references where possible.]

Ideas for Future Research

[Recommend what research should be conducted next in both the quantitative and

qualitative realms. Be specific in the types of methodologies and name the designs you believe to

be most suitable. How can the existing work be followed up or extended? What opportunities

are there to strike out in new areas of research related to the main topic?

Conclusion

[Conclude your thoughts as to which sources make the greatest contribution to the

understanding and development of your chosen topic. Summarize major contributions of

significant studies and articles to the body of knowledge under review, maintaining the focus

established in the introduction. Evaluate the current "state of the art" for the body of knowledge

reviewed, pointing out major methodological flaws or gaps in research,

inconsistencies in theory and findings, and areas or issues pertinent to future study. Discuss

specific recommendations for further research in both the quantitative and qualitative realms. If

your paper is already nearing the page limit, a short wrap-up will suffice for this section.]

4

References

[Include 12-20 references in alphabetical order, started on a new page.]


caps. Title of Journal, Volume number(issue): page numbers.

Surname, Initial. (Year). Book title: No caps except after colon. City, State or

Province: Publisher Name.

psyc6213 research methodology - yorkville university

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