Research design in counseling:
Gespeichert in:
| Hauptverfasser: | , , , , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston, MA
Cengage Learning
[2016]
|
| Ausgabe: | Fourth edition |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XX, 620 Seiten Diagramme |
| ISBN: | 9781305087316 |
Internformat
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| 245 | 1 | 0 | |a Research design in counseling |c P. Paul Heppner (University of Missouri), Bruce E. Wampold (University of Wisconsin-Madison & Modum Bad Psychiatric Center, Vikersund, Norway), Jesse Owen (University of Denver), Mindi N. Thompson (University of Wisconsin-Madison), Kenneth T. Wang (Fuller Theological Seminary) |
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Datensatz im Suchindex
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|---|---|
| adam_text |
Contents
Part 1
Chapter 1
Chapter 2
Preface xvi
PHILOSOPHICAL, ETHICAL, TRAINING,
AND PROFESSIONAL ISSUES 1
Philosophies of Science and Counseling:
Why Science Matters to Counseling 2
Sources of Knowledge 4
Science as a Way of Knowing 4
Philosophical Foundations of Human Behavior 6
Positivism 6
Postpositivism 1
Constructivism 8
Critical Theory 9
Summary of the Philosophical Foundations 10
Scientific Method as Applied to Counseling and Counseling Psychology
The Role of Theory in the Counseling Profession 12
Theory-Driven Research 12
Theory-Driven Practice 13
Science and Practice Integration 14
The Role of Scientific and Critical Thinking 15
Summary and Conclusions 16
Research Training: Joys and Challenges 18
Science and Practice 19
The Scientist-Practitioner Model 19
Evidence-Based Practice 20
Science and Practice Training 22
Joys and Challenges in Acquiring Research Competencies 23
A Model for Research Training 32
VI
Contents
Constructs of the Model 33
Testing the Model 41
Research Competence: The Missing Construct 41
The Need to Broaden Scientific Training 42
Training in Basic Scientific Thinking Skills 42
Training in Basic Research Application Skills 44
Summary and Conclusions 44
Stimulus Questions 47
Chapter 3 Ethics in Counseling Research: Being and Doing Right 48
Fundamental Ethical Principles 49
Nonmaleficence 49
Beneficence 50
Autonomy 51
Justice 51
FidelityA/eracity 52
Ethical Issues Related to Scholarly Work 52
Execution of the Research Study 53
Reporting the Results 54
Duplicate and Piecemeal Publication 56
Publication Credit 57
Plagiarism 61
Ethical Issues Related to Participants 62
Risks and Benefits 64
Informed Consent 67
Deception and Debriefing 71
Confidentiality and Privacy 72
Treatment Issues 76
Responding to Ethical Dilemmas 77
Summary and Conclusions 82
Stimulus Questions 83
Chapter 4 Professional Writing: A Critical Skill for Scientists
and Practitioners 84
Why We Write 85
Writing Challenges and Strategies 85
Writing a Research Report 87
Title 88
Abstract 88
Introduction 89
Method 90
Contents
VII
Results 94
Discussion 96
General Principles for Writing Research Reports 97
Principle 1: Be Informative 97
Principle 2: Be Forthright 98
Principle 3: Do Not Overstate or Exaggerate 98
Principle 4: Be Logical and Organized 98
Manuscript Submission Process 99
Summary and Conclusions 100
Stimulus Exercise 100
Part 2 GETTING STARTED: ESTABLISHING
THE FOUNDATION FOR A STUDY 103
Chapter 5 Identifying Interests and Operationalizing Topics:
Forget That Perfect Study 104
Identifying Research Topics 105
Specifying Research Questions and Hypotheses 110
Formulating Operational Definitions 114
Identifying Research Variables 115
Collecting and Analyzing Data 116
Summary and Conclusions 117
Stimulus Questions 117
Chapter 6 Choosing Research Designs: Balancing Ideals
and Realities 118
Scientific Inquiry and Research Design 118
The Research Design Myth 119
Classifying Research Designs 121
Experimental Control and Generalizability 122
Experimental Control 122
Generalizability 123
A Classification of Research Designs 124
Descriptive Laboratory Studies 124
Descriptive Field Studies 126
Experimental Laboratory Studies 127
Experimental Field Studies 128
On Choosing a Research Design 128
Factor 1: Existing Knowledge Pertaining to the Specific Research Question 129
Factor 2: Inferences Made to Develop Existing Knowledge
Base via Research Design 130
Contents
viii
Factor 3: Resources and Costs Associated
with Research Designs 130
Factor 4: Threats to the Validity of a Specific Design 131
Factor 5: Match or Fit among Factors 1-4 132
The Importance of Methodological Diversity 133
Summary and Conclusions 134
Stimulus Questions 135
Chapter 7 Validity Issues in Research: The Heart of It All 137
Four Types of Validity and the Threats to Each 137
Overview of the Types of Validity 140
Threats to Statistical Conclusion Validity 141
Threats to Internal Validity 146
Threats to Construct Validity 153
Threats to External Validity 160
Summary and Conclusions 163
Stimulus Questions 164
Chapter 8 Population Issues: Who We Study Matters! 165
Sampling Theory 165
Practical Considerations in Selecting Participants 170
Defining the Target Population 170
Creating a Participant Pool 172
Selecting Participants 173
Establishing Validity in the Absence of Random Selection 173
Determining the Number of Participants 176
External Validity and Population Issues 179
Use of Factorial Designs to Study External Validity 179
Considerations in Examining Generalizability across Populations 181
Summary and Conclusions 185
Stimulus Questions 186
Chapter 9 Diverse Perspectives: Conceptual
and Methodological Considerations 187
Operationalizing Multicultural Variables 189
Race, Ethnicity; and Culture 190
Sex, Gender, Sexuality, and Sexual Orientation 192
Social Class, Socioeconomic Status (SES), and Social Status 194
Research Design Considerations 195
Theory-Driven versus Descriptive Research 196
Distal versus Proximal Explanations 198
Moderator and Mediator Variables 200
Threats to Internal Validity 201
Contents
ix
Methodological Challenges: Cultural Considerations Throughout
the Investigation 204
Conceptualizing the Research Question 204
Choosing Appropriate Research Designs to Fit the Target Population 207
Sampling, Recruitment, and Data Collection Issues 209
Measurement issues 214
Interpretation/Discussion of the Findings 216
Summary and Conclusions 218
Stimulus Questions 219
Chapter 10 Scale Construction: A Most Fundamental Tool 220
Seven Common Myths on Scale Construction 221
Myth 1: Item Construction Can Be Done in a Few Weeks 221
Myth 2: Items Can Be Easily Constructed without
an Extensive Literature Review 221
Myth 3: Use a Convenience Sample Whenever Possible 222
Myth 4: Factor Analysis Alone Provides Sufficient Evidence
of the Scale's Validity 222
Myth 5: A Scale with Strong Psychometric Properties Developed
in a Western Culture Is Universally Valid 223
Myth 6: A Literal Translation Ensures Linguistic and Cultural Equivalence 224
Myth 7: Structural Elements of a Scale, Such as a Likert Rating Scale,
Are Universal across Cultures 224
Steps of Scale Construction 225
Step i: Conceptualizing and Operationalizing the Construct of Interest 226
Step 2: Conducting the Literature Review 226
Step 3: Generating the Items, Indicators, and Response Formats 227
Step 4: Conducting Content Analysis and Pilot Testing, Revising,
and Administering the Items 229
Step 5: Sampling and Data Collection 230
Step 6: Translating and Back-Translating the Scale, If Necessary 230
Step 7: Finalizing Items and Optimizing Scale Length 231
Step 8: Testing the Psychometric Properties of the Scale 233
Step 9: Advanced Item Evaluation or Refinement of the Scale 235
Summary and Conclusions 238
Stimulus Questions 239
Part 3 MAJOR DESIGNS at
Chapter 11 True Experimental Designs: The Power of Between-Groups
and Within-Subjects Designs 242
Participant Assignment 244
Between-Groups Designs 245
Two Common Experimental Between-Groups Designs 245
Contents
Use of Control Groups 251
Factorial Designs 253
Dependent Samples Designs 255
Within-Subjects Designs 257
Crossover Designs 257
Strengths and Limitations 260
Summary and Conclusions 261
Stimulus Questions 262
Chapter 12 Quasi-Experimental and Longitudinal Designs:
Examining Relationships in Applied Setting 264
Historical Perspective and Overview 265
Considerations for Selecting Quasi-Experimental Designs 266
Cost 266
Selection of Participants 267
Ethical Considerations 268
Unavailability of Appropriate Control Groups 269
Nonequivaient Groups Designs 270
Uninterpretable Nonequivalent Groups Designs 270
Interpretable Nonequivalent Groups Designs 272
Cohort Designs 277
Time-Series Designs 279
Simple Interrupted Time Series 280
Interrupted Time Series with Nonequivalent Dependent Variables 281
Designs Examining Analysis of Concomitance in Time Series 283
An Example of a Time-Series Design in Counseling Research 283
Summary and Conclusions 284
Stimulus Questions 285
Chapter 13 Quantitative Descriptive Designs: Describing, Explaining,
and Predicting Phenomenon 286
Survey or Epidemiological Research Designs 288
An Example of Survey Research 289
Design Issues in Surveys 290
Variable-Centered Correlational Research Designs 295
Simple Correlations 295
Multiple Regression 297
Testing for Moderation and Mediation 300
Person-Centered Research Designs 306
Cluster Analysis 306
Latent Class/Profile Analysis 308
Growth Mixture Modeling 310
Summary and Conclusions 311
Stimulus Questions 312
Contents
xi
Chapter 14 Analogue Research: Maximizing Experimental Control 314
Historical Overview 314
Examples of Analogue Studies 316
Advantages of Analogue Research 318
Disadvantages of Analogue Research 319
Variables to Consider in Evaluating the Generalizability
of Analogue Studies 320
Client Variables 323
Counselor Variables 324
Counseling Process and Setting 326
Creating Analogue Studies that More Closely Resemble Real Life 327
Evaluating Analogue Utility within an Existing Knowledge Base 327
Summary and Conclusions 329
Stimulus Questions 330
Chapter 15 Single-Subject Designs: Learning from the Richness
of a Sample Size of 1 331
A Historical Perspective of Single-Subject Designs 333
The Uncontrolled Case Study Versus the Intensive Single-Subject
Quantitative Design 335
Single-Subject Experimental Designs 338
Common Features of Single-Subject Experimental Designs 338
Multiple-Baseline Designs 345
Advantages and Limitations of Single-Subject Designs 348
Advantages of Single-Subject Designs 349
Limitations of Single-Subject Designs 353
Summary and Conclusions 354
Stimulus Questions 355
Chapter 16 Qualitative Research: Complexities and Richness from
Digging Deeper 357
What Is Qualitative Research? 357
Myths and Facts About Qualitative Research 359
Qualitative Methods and Counseling Research 360
Phases of the Qualitative Research Process 361
Phase 1: The Researcher as a Multicultural Subject 362
Phase 2: Theoretical (or Interpretive) Paradigms and Perspectives 364
Phase 3: Strategies of Inquiry and Interpretive Paradigms 366
Phase 4: Methods of Data Collection and Analysis 367
Phase 5: The Art, Practices, and Politics of Interpretation and Evaluation 376
Four Examples of Qualitative Research Strategies of Inquiry 381
Grounded Theory 381
Contents
XII
Phenomenology 388
Consensúa/ Qualitative Research 393
Participatory Action Research (PAR)/Community-Based
Participatory Research (CBPR) 402
Summary and Conclusions 405
Stimulus Questions 405
Chapter 17 Mixed Methods Designs: When Qualitative
and Quantitative Designs Meet 407
Defining Mixed Methods Research 408
Benefits and Challenges Associated with Mixed Methods Designs 409
Benefits of Conducting Mixed Methods Research 409
Challenges in Conducting Mixed Methods Research 410
When to Use Mixed Methods Research Designs 412
To Initiate, Develop, and Refine the Ability to Address Emerging
Research Questions 412
To Complement, Extend, or Expand Knowledge 413
Phases for Conducting Mixed Methods Research 414
Phase 1: Identify the Research Problem, Question, and Purpose 415
Phase 2: Articulate the Rationale for Using Mixed Methods 415
Phase 3: Determine the Paradigm That Will Guide the Study 415
Phase 4: Determine the Mixed Methods Design 417
Phase 5: Evaluate the Study and Prepare for Dissemination 419
Examples of Mixed Methods Research in Counseling
and Counseling Psychology 422
Summary and Conclusions 424
Stimulus Questions 424
Part 4 METHODOLOGICAL ISSUES 425
Chapter 18 The Independent Variable: The Drivers of the Study 426
Operationalizing the Independent Variable 427
Determining Conditions 427
Adequately Reflecting the Constructs of Interest 428
Limiting Differences between Conditions 430
Establishing the Salience of Differences in Conditions 432
Manipulation Checks 433
Interpreting Results 435
Statistically Significant Results 435
Statistically Nonsignificant Results 436
Status Variables 437
Summary and Conclusions 439
Stimulus Questions 440
Contents
XIII
Chapter 19 The Dependent Variable: Skillfully Measuring
Intended Outcomes 441
Operationalizing the Dependent Variable 442
Psychometric Issues 443
Reliability 443
Random Response Error 444
Specific Error 445
Transient Error 446
Interrater Disagreement 446
Scoring and Recording Errors 447
Compounding Errors 447
Interpreting Reliability Estimates 448
Benchmarks for Evaluating Reliability 449
Calculating Estimates of Reliability 450
Effects of Unreliability on Relationships among Variables 452
Validity 454
Multiple Measures of a Construct to Improve Construct Validity 456
Removing Method Variance 460
Reactivity 463
Procedural Considerations 464
Methods of Data Collection 465
Self-Reports 466
Ratings of Other Persons and Events 468
Behavioral Observations 469
Physiological Indexes 470
Interviews 471
Projective Techniques 472
Unobtrusive Measures 472
Summary and Conclusions 473
Stimulus Questions 475
Chapter 20 Counseling Outcome Research: Does Counseling Work? 476
Early Outcome Research in Counseling 476
Strategies for Conducting Outcome Research 478
The Treatment Package Strategy 478
The Dismantling Strategy 480
The Additive Strategy 481
The Parametric Strategy 481
The "Common Factor" Control Group 482
The Comparative Outcome Strategy 484
The Moderation Design 485
Methodological Issues in Conducting Outcome Research 486
Inclusion and Exclusion Criteria 486
XIV
Contents
Assessing Treatment Integrity: Adherence, Competence,
and Differentiation 486
Measuring Change 489
Counse/or Effects 495
Summary and Conclusions 497
Stimulus Questions 497
Chapter 21 Process Research: The How#s and Why's That Make
Counseling Work 498
Defining Counseling Process Research 498
Early Process Research 500
Methodological Issues in Process Research 501
Where to Start 501
What to Measure? 502
Whose Perspective? 504
How Much to Measure? 505
Research Designs in Process Research 506
Quantitative Counseling Process Designs 507
Correlational Counseling Process Designs 510
Longitudinal Counseling Process Designs 516
Qualitative Counseling Process Designs 517
Research Design Meets Data Analysis 518
Summary and Conclusions 522
Stimulus Questions 523
Chapter 22 Program Evaluation: Applying Science and Practice
to Real Life 524
Program Evaluation Described 524
Phases of Program Evaluation 527
Phase 1: Setting the Evaluation's Boundaries 528
Phase 2: Selecting Appropriate Evaluation Methods 532
Phase 3: Collecting and Analyzing information 545
Phase 4: Reporting the Evaluation's Findings
and Disseminating the Report 548
Concluding the Evaluation 551
Summary and Conclusions 552
Stimulus Questions 553
Contents
Chapter 23 Bias: Error Variances from Investigators, Experimenters,
and Participants 554
Investigator and Experimenter Bias 555
Experimenter Attributes 558
Investigator and Experimenter Expectancies 559
Experimental Design and Procedures 562
Participant Bias 567
Demand Characteristics 567
Participant Characteristics 569
Participants' Ability to Report Their Experiences 571
Strategies for Reducing Participant Bias 572
Summary and Conclusions 575
Stimulus Questions 576
References 577
Author Index 611
Subject Index 616 |
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| id | DE-604.BV042798738 |
| illustrated | Not Illustrated |
| indexdate | 2024-12-14T15:00:20Z |
| institution | BVB |
| isbn | 9781305087316 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-028228464 |
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| physical | XX, 620 Seiten Diagramme |
| publishDate | 2016 |
| publishDateSearch | 2016 |
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| publisher | Cengage Learning |
| record_format | marc |
| spelling | Heppner, P. Paul Verfasser aut Research design in counseling P. Paul Heppner (University of Missouri), Bruce E. Wampold (University of Wisconsin-Madison & Modum Bad Psychiatric Center, Vikersund, Norway), Jesse Owen (University of Denver), Mindi N. Thompson (University of Wisconsin-Madison), Kenneth T. Wang (Fuller Theological Seminary) Fourth edition Boston, MA Cengage Learning [2016] © 2016 XX, 620 Seiten Diagramme txt rdacontent n rdamedia nc rdacarrier Empirische Forschung (DE-588)4300400-3 gnd rswk-swf Forschungsplanung (DE-588)4155051-1 gnd rswk-swf Methode (DE-588)4038971-6 gnd rswk-swf Psychologische Beratung (DE-588)4047708-3 gnd rswk-swf Psychologische Beratung (DE-588)4047708-3 s Empirische Forschung (DE-588)4300400-3 s Methode (DE-588)4038971-6 s DE-604 Forschungsplanung (DE-588)4155051-1 s 1\p DE-604 Wampold, Bruce E. 1948- Verfasser (DE-588)142714615 aut Owen, Jesse Verfasser (DE-588)1054937990 aut Thompson, Mindi N. Verfasser (DE-588)1122025475 aut Wang, Kenneth T. Verfasser (DE-588)1122025734 aut Digitalisierung UB Bamberg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=028228464&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Heppner, P. Paul Wampold, Bruce E. 1948- Owen, Jesse Thompson, Mindi N. Wang, Kenneth T. Research design in counseling Empirische Forschung (DE-588)4300400-3 gnd Forschungsplanung (DE-588)4155051-1 gnd Methode (DE-588)4038971-6 gnd Psychologische Beratung (DE-588)4047708-3 gnd |
| subject_GND | (DE-588)4300400-3 (DE-588)4155051-1 (DE-588)4038971-6 (DE-588)4047708-3 |
| title | Research design in counseling |
| title_auth | Research design in counseling |
| title_exact_search | Research design in counseling |
| title_full | Research design in counseling P. Paul Heppner (University of Missouri), Bruce E. Wampold (University of Wisconsin-Madison & Modum Bad Psychiatric Center, Vikersund, Norway), Jesse Owen (University of Denver), Mindi N. Thompson (University of Wisconsin-Madison), Kenneth T. Wang (Fuller Theological Seminary) |
| title_fullStr | Research design in counseling P. Paul Heppner (University of Missouri), Bruce E. Wampold (University of Wisconsin-Madison & Modum Bad Psychiatric Center, Vikersund, Norway), Jesse Owen (University of Denver), Mindi N. Thompson (University of Wisconsin-Madison), Kenneth T. Wang (Fuller Theological Seminary) |
| title_full_unstemmed | Research design in counseling P. Paul Heppner (University of Missouri), Bruce E. Wampold (University of Wisconsin-Madison & Modum Bad Psychiatric Center, Vikersund, Norway), Jesse Owen (University of Denver), Mindi N. Thompson (University of Wisconsin-Madison), Kenneth T. Wang (Fuller Theological Seminary) |
| title_short | Research design in counseling |
| title_sort | research design in counseling |
| topic | Empirische Forschung (DE-588)4300400-3 gnd Forschungsplanung (DE-588)4155051-1 gnd Methode (DE-588)4038971-6 gnd Psychologische Beratung (DE-588)4047708-3 gnd |
| topic_facet | Empirische Forschung Forschungsplanung Methode Psychologische Beratung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=028228464&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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