Counseling Research : A Practitioner-Scholar Approach.
- 1st ed.
- 1 online resource (316 pages)
Counseling Research: A Practitioner-Scholar Approach -- Table of Contents -- Preface -- Acknowledgments -- About the Authors -- About the Contributors -- Part I: The Essence of Research in the Counseling Profession -- Chapter 1: The Counselor as a Practitioner-Scholar -- Overview -- Scientist-Practitioner Versus Practitioner-Scholar -- Integrating the Models: A Case Example -- Positivist Versus Constructivist Approaches -- Understanding Epistemology and Methodology -- Chapter Summary -- Suggested Activities -- References -- Chapter 2: The Research Process -- Overview -- Choosing a Research Topic -- Using Consultation and Resources -- Finding What's Out There: Reviewing the Literature -- A Case Example -- Reviewing the Literature -- Writing the Literature Review -- Defining the Gap . . . What Do I Still Need to Know? -- Operationalizing the Study: Research Questions or Hypotheses -- Example 1: The Use of Research Questions -- Example 2: The Use of Research Questions and Hypotheses -- Example 3: The Use of Purpose Statements -- Researcher and Participant Bias in Counseling Research -- Researcher Expectations -- Publication Bias -- Administration of Treatment -- Scoring of Measures -- Interaction With Participants -- Collecting and Analyzing Data -- Chapter Summary -- Suggested Activities -- References -- Chapter 3: Ethical and Multicultural Issues in Counseling Research -- Overview -- How Did We Get Here? -- The IRB -- Federal Guidelines and Exceptions -- Minimal Risk -- Equitable Selection -- Informed Consent -- Conflicts of Interest -- Vulnerable Populations -- Unanticipated Problems and Adverse Events -- ACA Code of Ethics -- Completing the IRB Protocol -- Chapter Summary -- Suggested Activities -- References -- Chapter 4: Types of Research -- Overview -- Unifying Concepts in Quantitative Research -- Assigning Value to Data. Essential Concepts in Quantitative Sampling -- The Representative Sample Versus the Random Sample -- Random Assignment -- Experimental Designs -- Correlational Research -- Unifying Concepts in Qualitative Research -- Narrative Data -- Theoretical Sensitivity -- Trustworthiness -- Purposeful Sampling -- Data Analysis -- Findings -- Emerging Trends in Counseling Research -- Choosing a Type of Research -- Chapter Summary -- Suggested Activities -- References -- Part II: Quantitative Research Designs -- Chapter 5: Fundamental Concepts in Quantitative Research -- Overview -- Defining Constructs and Variables -- Nominal -- Ordinal -- Interval -- Ratio -- Measuring Constructs and Variables -- Validity -- Understanding Statistics and Error -- Frequencies and Percentages -- Common Descriptive Statistics -- Properties of the Normal Curve -- Understanding Standard Scores -- Measures of Relationship -- The Nature of Hypothesis Testing -- Types of Error -- Statistical Versus Practical Significance -- Interpreting Statistical Tests and Assessing Practical Significance -- Chapter Summary -- Suggested Activities -- References -- Chapter 6: Examining Relationships -- Overview -- Why Conduct Correlational Research? -- Elements of Correlational Research -- Correlational Analyses -- Pearson's r -- Regression Procedures -- Simple Regression -- Multiple Regression -- Other Procedures in Correlational Research -- Designing Correlational Research -- Chapter Summary -- Suggested Activities -- References -- Chapter 7: Examining Differences Between Groups -- Overview -- Why Conduct Between-Groups Analyses? -- A Heuristic Example -- Elements of Between-Groups Analyses -- IVs -- DVs -- Experimental Validity -- Addressing Threats to Internal Experimental Validity -- Experimental Design Models -- Posttest-Only Control Group Design -- Pretest-Posttest Control Group Design. Solomon Four-Group Design -- Explanatory, Nonexperimental Designs -- Components for Evaluation -- What Are the Statistical Tests for Comparing Groups? -- How Do They Work? -- What Gets Reported? -- Designing a Between-Groups Study -- Chapter Summary -- Suggested Activities -- References -- Chapter 8: Examining Differences Within Groups and Single-Case Research Designs -- Overview -- Why Conduct Within-Subjects Research? -- Elements of Within-Subjects Research -- Mixed Design -- SCRD -- Design Models -- A-B Design -- A-B-A Design -- More Complex Designs -- Components for Evaluation -- What Are the Statistical Tests? -- How Do They Work? -- What Gets Reported? -- Survey and Longitudinal Research -- Panel Studies -- Cohort Studies -- Trend Studies -- Designing Research Studies to Address Trends and Change Over Time -- Chapter Summary -- Suggested Activities -- References -- Chapter 9: Synthesizing Research Results Using Meta-Analysis -- Overview -- Why Conduct a Meta-Analysis? -- Elements of a Meta-Analysis -- Reporting Elements of Methodology -- Establishing Eligibility Through Inclusion and Exclusion Criteria -- Search Strategy -- Data Collection and Coding Processes -- Estimates of Treatment Effect and Precision -- Additional Analyses -- Reporting and Interpreting Meta-Analysis Results -- Mean Effect, Confidence Intervals, and Prediction Intervals -- Summary Tables and Visual Displays -- Heterogeneity Among the Sample of Studies -- Risk of Bias Among the Sample of Studies -- Considerations for Interpreting Meta-Analysis Results -- Chapter Summary -- Suggested Activities -- References -- Part III: Qualitative Research Designs -- Chapter 10: Fundamental Concepts in Qualitative Research -- Overview -- Postpositivism -- Critical Theory -- Constructivism -- Components of a Qualitative Study -- The Purpose of Qualitative Research. The Conceptual Framework of Qualitative Research -- Data Collection -- Data Analysis -- Reporting of Results -- Chapter Summary -- Suggested Activities: Thought Experiments -- References -- Chapter 11: Multiple Perspectives on a Phenomenon: The Qualitative Lenses -- Overview -- The Phenomenon of Interest -- Phenomenology -- Van Manen's (1990) Phenomenology -- Moustakas's (1994) Phenomenology -- Summary -- Grounded Theory -- Participant Selection -- How Many to Sample? -- Data Analysis -- Quality -- Consensual Qualitative Research (CQR) -- The Research Team -- Participant Selection -- Interview Protocol Development -- Data Analysis -- Quality -- A Discussion of Qualitative Methodology -- Chapter Summary -- Suggested Activities: Mindful Curiosity -- References -- Part IV: Practice-Based Research -- Chapter 12: Measurement in Counseling Research -- Overview -- Why Focus on Measurement in Counseling Research? -- What Constitutes a Well-Designed Measure in Counseling Research? -- Construct Underrepresentation -- Construct Irrelevance -- Evidence Based on Test Content -- Evidence of Response Processes -- Evidence of Internal Structure -- EFA -- CFA -- Reliability -- Evidence of Relationships to Other Variables -- Evidence of Consequences of Testing -- Should You Develop a Measure? -- Chapter Summary -- Suggested Activities -- References -- Chapter 13: Program Evaluation -- Overview -- Defining Program Evaluation -- A History of Program Evaluation -- The Age of Reform (1792-1900) -- The Age of Efficiency (1900-1930) -- The Tylerian Age (1930-1945) -- The Age of Innocence (1946-1957) -- The Age of Development (1959-1972) -- The Age of Professionalization (1973-1983) -- The Age of Expansion and Integration (1983-Present) -- Basics of Program Evaluation -- Summative Evaluation -- Formative Evaluation -- Conducting Program Evaluation. Step 1: Identify and Involve the Stakeholders -- Step 2: Define the Program -- Step 3: Focus the Design of the Evaluation -- Step 4: Gather the Evidence -- Step 5: Analyze the Data and Draw Conclusions -- Step 6: Present Your Findings and Use Them -- Logic Modeling -- A Heuristic Example of Logic Model -- The Accountability Bridge Model -- Putting It All Together -- Chapter Summary -- Tools You Can Use: A Cheat Sheet for Designing and Developing a Model for Program Evaluation -- Suggested Activities -- References -- Index -- Technical Support -- End User License Agreement.