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E-grāmata: Research Design for the Behavioral Sciences: An Applied Approach

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  • Formāts: 500 pages
  • Izdošanas datums: 17-Feb-2021
  • Izdevniecība: Springer Publishing Co Inc
  • Valoda: eng
  • ISBN-13: 9780826143853
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Research Design for the Behavioral Sciences: An Applied ApproachPalielināt
  • Formāts: 500 pages
  • Izdošanas datums: 17-Feb-2021
  • Izdevniecība: Springer Publishing Co Inc
  • Valoda: eng
  • ISBN-13: 9780826143853
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"I wholeheartedly invite counselor trainees and counselors into this journey of growing the research component of their professional identity... Flynn and his colleagues prepare counselor trainees and counselors for this journey well and guide them carefully toward researcher competency. In an approachable and developmentally appropriate manner, they highlight for the profession the value of research and how it can be conducted."









- Danica G. Hays, PhD



American Counseling Fellow



Professor and Executive Associate Dean



University of Nevada, Las Vegas









Research Design for the Behavioral Sciences fills an important gap for the helping professions by offering a blueprint for advanced concepts and an applied approach to understanding quantitative, qualitative, and mixed methods research design. This graduate-level text seamlessly weaves together the philosophy, science, and practical application of the most common methodological frameworks in practice. Advanced research design concepts are presented through clear and in-depth blueprints, applied case studies, myriad examples, and helpful learning activities.









Written in detailed yet accessible language, this text describes the foundations of behavioral science research. The authors explore research-based philosophical integration, along with the technical application of every tradition. Through this philosophical and pragmatic approach, students will be able to attain a well-rounded and comprehensive understanding of behavioral science research.









This text provides students with the opportunity to reach a greater level of research efficacy though the inclusion of methodological procedures, data analysis methods, reliability/validity standards, ethics, and directions on how to increase the rigor of each approach to research. Instructor resources include an instructor's manual, learning activities, test bank, and PowerPoints. Purchase includes digital access for use on most mobile devices and computers.









Key Features:















Provides clear, detailed, and contextually accurate examples of writing, quantitative, qualitative, and mixed methods procedures

Reviews the paradigmatic hierarchy of each research tradition along with key analytic features in detail

Delivers instructions for enhancing the methodological rigor of each approach

Analyzes methodology-specific multicultural issues

Demonstrates the application of a wide range of research methodologies with case studies

Reviews the trends and history in research for counseling, psychology, social work, and marriage and family therapy

Offers comprehensive instructor resources including manual, learning activities, test bank, and PowerPoint slides

Recenzijas

I wholeheartedly invite counselor trainees and counselors into this journey of growing the research component of their professional identity... Flynn and his colleagues prepare counselor trainees and counselors for this journey well and guide them carefully toward researcher competency. In an approachable and developmentally appropriate manner, they highlight for the profession the value of research and how it can be conducted." - Danica G. Hays, PhD American Counseling Fellow Professor and Executive Associate Dean University of Nevada, Las Vegas

Contributors xix
Foreword xxiii
Danica G. Hays
Preface xxvii
Acknowledgments xxxi
PART I INTRODUCTION, HISTORY, AND WRITING
1 Understanding Research and Ethics
3(40)
Stephen V. Flynn
Tynisha I. Ingerson
Learning Objectives
3(1)
Introduction to Research and Ethics in the Behavioral Sciences
3(1)
Research Traditions
3(1)
Accreditation and Identity Development
4(1)
Research Ethics
5(1)
The Scientist--Practitioner Model
6(1)
Coherently Nesting Research Methods
7(1)
Qualitative, Quantitative, and Mixed Methods
7(2)
Research Problems and Questions
9(1)
Methodological Research Question
10(1)
The Purpose Statement
11(1)
Overview of Philosophical Integration in Research
12(3)
Axiology
15(1)
Qualitative Philosophical Integration
16(1)
Qualitative Sampling Methods
16(2)
Qualitative Data Collection Procedures
18(2)
Qualitative Data Analysis Procedures
20(1)
Trustworthiness Procedures
20(2)
Quantitative Philosophical Integration
22(1)
Quantitative Sampling Methods
23(1)
Quantitative Data Collection Procedures
24(1)
Quantitative Data Analysis Procedures
25(1)
Validity and Reliability
26(1)
Mixed Methods Philosophical Integration
26(1)
Mixed Methods Sampling and Data Collection Methods
27(1)
Rigor
27(2)
Quantitative Rigor
29(1)
Qualitative Rigor
29(1)
Mixed Methods Rigor
30(1)
Pilot Study
31(1)
Research Methodological Identity
32(2)
Human Subjects Research
34(2)
History of Research-Based Concerns
36(1)
Institutional Review Boards and Federal Guidelines
37(1)
Multicultural Issues
38(1)
Summary
38(1)
Student Activities
38(2)
Additional Resources
40(1)
Key References
41(2)
2 History of Research in the Social Sciences
43(28)
Dodie Limberg
Jessie D. Guest
Shelby K. Gonzales
Learning Objectives
43(1)
An Introduction to the History of Research in the Social Sciences
43(1)
Ontology in Social Science Research
44(1)
Realism
44(1)
Relativism
45(1)
Epistemology and Theoretical Stance in Social Science Research
45(1)
The History of Objectivism
46(1)
Positivism
46(2)
Post-Positivism
48(2)
The History of Constructionism
50(1)
Constructivism
50(1)
Interpretivism
51(1)
Critical Inquiry
52(1)
The History of Subjectivism
53(1)
Feminism
53(1)
Post-Modernism
53(1)
Research Trends in the Helping Professions
54(2)
Counseling
56(2)
Psychology
58(2)
Social Work
60(1)
Marriage and Family Therapy
61(5)
Summary
66(1)
Summary Points
66(1)
Student Activities
66(2)
Additional Resources
68(1)
Key References
68(3)
3 A Guide to the Literature Review and American Psychological Association Style
71(26)
James S. Korcuska
Amanda C. La Guardia
Emily J. Stum
Learning Objectives
71(1)
Introduction to the Literature Review and American Psychological Association Style
71(1)
Multicultural and Social Justice---Competency (Section 5)
72(1)
The Literature Review
73(1)
Concept Mapping
74(2)
Types of Literature
76(1)
Types of Literature Reviews
77(1)
Design the Review
77(4)
Conduct the Search
81(1)
Analyze the Literature
81(1)
Writing the Results/Findings
82(1)
Academic Writing
83(1)
Credibile Writing
83(1)
Reducing Errors of APA Style
84(1)
Numbers (APA 6.32--6.52)
85(1)
Citations (APA Section 8) and References (APA Section 9)
85(1)
Headings (Section 2.18)
86(1)
Tables and Figures (APA Section 7)
86(1)
Minimizing APA Errors
87(1)
Minimize Errors: Proofread
87(1)
Creating Manuscripts From Theses and Dissertations
88(1)
Qualitative and Quantitative Writing
88(2)
The Peer Review Process
90(1)
Summary
91(1)
Student Activities
91(1)
Additional Resources
92(1)
Key References
93(4)
PART II QUANTITATIVE RESEARCH
4 Descriptive, Inferential, and Bayesian Statistics
97(28)
W. Bradley McKibben
Lindsey K. Umstead
Learning Objectives
97(1)
Introduction
97(1)
Measurement
97(1)
Nominal Scale
98(1)
Ordinal Scale
99(1)
Interval Scale
99(1)
Ratio Scale
100(1)
Descriptive Statistics
100(1)
Measures of Central Tendency
100(1)
Measures of Variability
101(3)
Inferential Statistics
104(2)
Chi-Squared Analysis
106(2)
t-Test
108(1)
Univariate and Multivariate Analysis of Variance
108(2)
Univariate and Multivariate Regression
110(2)
Univariate and Multivariate Analysis of Covariance
112(1)
Concluding Thoughts on Statistical Modeling
113(1)
Bayesian Statistics
113(1)
Bayes' Theorem
114(1)
Bayesian Inference
114(1)
Bayes' Factors
115(1)
Credible Intervals and High-Density Intervals
115(1)
Reliability and Validity
116(1)
Reliability
116(1)
Validity
117(3)
Concluding Thoughts on Reliability and Validity
120(1)
Multicultural Issues in Statistics
120(1)
Summary
121(1)
Student Activities
121(2)
Additional Resources
123(1)
Key References
124(1)
5 Experimental Research
125(34)
Kristin L. K. Koskey
Ingrid K. Weigold
Learning Objectives
125(1)
Introduction to Experimental Research
125(1)
Experimental Research and Other Quantitative Traditions
126(1)
Testing for a Causal Effect
126(1)
Random Assignment
127(1)
The Paradigmatic Hierarchy of Experimental Research
128(1)
Experimental Laboratory Studies Versus Field Experiments
128(1)
Conducting Laboratory or Field Experiments
129(1)
Strengths and Limitations of Laboratory and Field Experiments
130(1)
Between-Groups Experimental Designs
131(1)
True Experimental Designs
131(5)
Quasi-Experimental Designs
136(3)
Within-Groups Experimental Designs
139(1)
Crossover Designs
140(3)
Time-Series Designs
143(1)
Data Analysis
144(2)
Posttest-Only Design Analyses
146(1)
Within-Group Design Repeated Measures Analyses
146(1)
Mixed Design Analyses
147(1)
Experimental Validity and Increasing Rigor
147(1)
External Validity in Experimental Research
148(1)
Internal Validity in Experimental Research
148(1)
Instrumentation
148(2)
Influence of Confounding Variables
150(1)
Published Guidelines for Increasing Rigor
150(1)
Multicultural Considerations
151(4)
Summary
155(1)
Student Activities
155(2)
Additional Resources
157(1)
Key References
158(1)
6 Prediction Research
159(46)
Joshua J. Castleberry
Michael S. Leeman
Learning Objectives
159(1)
Introduction to Predictive and Explanatory Research
159(1)
Predictive Methodology
159(2)
Justified True Belief
161(2)
Semantics
163(1)
Analysis and Selection
163(1)
Data Collection
164(1)
Procedures
165(1)
Procedure Selection: Example
165(1)
Statistical Models and Analysis
165(2)
Partial and Semipartial Correlation
167(2)
Correlation in Predictive Research
169(1)
Regression
170(8)
Multicollinearity
178(1)
Power
178(2)
Example: Multiple and Hierarchical Regression
180(1)
Regression: SPSS
181(1)
Hypothesis
181(1)
General Write-Up
182(1)
Example: Multiple Regression
182(3)
Example: Hierarchical Regression
185(2)
Factorial Designs
187(3)
Analysis
190(1)
Factorial ANOVA (Two-Way ANOVA)
191(2)
ANOVA
193(2)
Multicultural Issues
195(4)
Summary
199(1)
Student Activities
200(3)
Additional Resources
203(1)
Key References
204(1)
7 Single Case Design Research
205(26)
Tiffany Nielson
Hailey Martinez
Ann McCaughan
Learning Objectives
205(1)
Introduction to Single Case Research
205(2)
Basic Design Concepts of Single Case Design
207(2)
The Paradigmatic Hierarchy of Single Case Research
209(1)
ABA Design
209(1)
Data Collection Methods and Examples
210(1)
Procedures and Examples
211(1)
Data Analysis and Examples
211(3)
ABAB or Withdrawal-Reversal Design
214(1)
Data Collection Methods and Examples
214(1)
Procedures and Examples
215(1)
Data Analysis and Examples
215(2)
ABAC or Combined Simple Phase Change Design
217(1)
Data Collection Methods and Examples
217(1)
Procedures and Examples
218(1)
Data Analysis and Examples
218(2)
Multiple Baseline Design
220(1)
Data Collection Methods and Examples
220(1)
Data Analysis and Examples
220(1)
Alternating Treatment Design
221(2)
Increasing the Rigor of Single Case Design
223(1)
Multicultural Issues
223(1)
Limitations to Single Case Design Research
224(3)
Summary
227(1)
Student Activities
227(3)
Additional Resources
230(1)
Key References
230(1)
8 Survey Research
231(20)
Yue Dang
Varunee Faii Sangganjanavanich
Learning Objectives
231(1)
Introduction to Survey Research
231(1)
The Paradigmatic Hierarchy of Survey Research
232(1)
Ontology
233(1)
Epistemology
233(1)
Theoretical Stance
233(1)
Methodology
234(1)
Methods
234(1)
Distinguishing Survey Research From Other Quantitative Traditions
234(1)
Differences Between Survey Research and Other Quantitative Traditions
235(1)
Survey Research Designs
236(1)
Longitudinal Survey Designs
236(2)
Cross-Sectional Survey Design
238(2)
Approaches to Collecting Survey Data
240(1)
Practical Considerations
241(2)
Increasing the Rigor of Survey Research
243(1)
Increasing Survey Rigor Through Research Design
243(1)
Increasing Survey Rigor Through Research Procedures
243(1)
Increasing Survey Rigor Through Data Analysis
244(1)
Considerations
244(1)
Multicultural Considerations
245(1)
Limitations to Survey Research
245(2)
Summary
247(1)
Student Activities
247(1)
Additional Resources
248(1)
Key References
249(2)
9 Content Analysis Research
251(24)
Cassandra A. Storlie
Hongryun Woo
Learning Objectives
251(1)
Introduction to Content Analysis in the Helping Professions
251(1)
Origin, History, and Ongoing Development of Content Analysis
252(1)
Early Origins
252(1)
Transformation of Content Analysis
252(1)
Contemporary Understanding of Content Analysis
253(1)
Comparable Traditions in Qualitative and Quantitative Methodologies
254(1)
Philosophy and Paradigmatic Hierarchy in Content Analysis
254(1)
Examples of Specific Uses of Content Analysis
255(1)
Examples of Data Used for Content Analysis
255(1)
Considerations for the Helping Professions
256(1)
Glossary of Terms Common to Content Analysis Methodology
256(1)
Content Analysis Approaches in the Helping Professions
257(1)
Quantitative Content Analysis
257(1)
Basic Content Analysis
258(3)
Qualitative Content Analysis
261(1)
Conventional Content Analysis
262(1)
Directive Content Analysis
262(1)
Summative Content Analysis
263(1)
Additional Qualitative Approaches to Content Analysis
263(1)
Interpretive Content Analysis
264(1)
Distinguishing Content Analysis From other Methodological Approaches
264(1)
Strengths and Limitations of Content Analysis
264(1)
Synthesis and Application to Case Studies
265(1)
Increasing the Rigor of Content Analysis
265(1)
Enhancing Rigor in Quantitative Content Analysis
265(1)
Enhancing Rigor in Qualitative Content Analysis
266(1)
Multicultural Considerations in Content Analysis Research
266(4)
Summary
270(1)
Student Activities
270(1)
Additional Resources
270(1)
Key References
271(4)
PART III QUALITATIVE RESEARCH
10 Case Study Research
275(24)
Dalena Dillman Taylor
Ashley J. Blount
Learning Objectives
275(1)
Introduction to Case Study Research
275(1)
Case Study Research
275(1)
Where Case Study Research Started
276(1)
When to Use Case Study Research
277(3)
Types of Case Study Design
280(1)
Purpose-Oriented Case Study Designs
281(1)
Sequential Procedures in Case Study Research
282(1)
Step 1 Setting the Stage
282(1)
Step 2 Determining What We Know
283(1)
Step 3 Selecting a Design
283(1)
Step 4 Solidifying the Process
283(1)
Step 5 Data Collection
284(1)
Step 6 Summarizing and Interpreting Information
284(2)
Step 7 Reporting Findings
286(1)
Step 8 Confirming Findings
286(1)
Counseling Applications
286(1)
Publishing Case Studies in Academic Journals
287(3)
Methodological Rigor
290(1)
Multicultural Issues
291(1)
Limitations to Case Study Research
292(2)
Summary
294(1)
Student Activities
294(4)
Additional Resources
298(1)
Key References
298(1)
11 Phenomenological Research
299(28)
Natoya Hill Haskins
Janise Parker
Kim Lee Hughes
Unity Walker
Learning Objectives
299(1)
Introduction to Phenomenological Research
299(1)
The Paradigmatic Hierarchy of Phenomenological Research
300(1)
Phenomenological Philosophers
300(1)
Descriptive Phenomenology
301(4)
Transcendental Phenomenology
305(2)
Hermeneutic Phenomenology
307(5)
Interpretative Phenomenology Analysis
312(2)
Post-Intentional Phenomenology
314(3)
Increasing Rigor in Phenomenology
317(1)
Multicultural Issues
318(1)
Software Applications
318(1)
Limitations to Phenomenological Research
319(3)
Summary
322(1)
Student Activities
322(1)
Additional Resources
323(1)
Key References
324(3)
12 Grounded Theory Approaches to Research
327(32)
Deborah J. Rubel
Ania Bartkowiak
Robert J. Cox
Danielle Render Turmaud
Jeremy D. Shain
Learning Objectives
327(1)
Introduction to Grounded Theory
327(1)
A Brief History of Grounded Theory
328(1)
A Case Study of Grounded Theory Research
329(1)
Overview of Grounded Theory
330(1)
The Paradigmatic Hierarchy of Grounded Theory Research
330(2)
Research Problems and Questions Suited for Grounded Theory
332(1)
Sampling and Data Collection for Grounded Theory Research
333(2)
Data Analysis and Grounded Theory Research
335(3)
The Products of Grounded Theory
338(1)
Comparison to Other Qualitative Approaches
339(1)
Three Grounded Theory Methodologies
340(1)
Classic Glaserian Grounded Theory
340(3)
Straussian Grounded Theory
343(4)
Constructivist Grounded Theory
347(3)
Increasing Rigor in Grounded Theory Research
350(2)
Multicultural Issues and Grounded Theory Research
352(1)
Limitations of Grounded Theory Research
353(1)
Summary
354(1)
Student Activities
354(3)
Additional Resources
357(1)
Key References
358(1)
13 Narrative Research
359(16)
Heather Dahl
Wendy Hoskins
Learning Objectives
359(1)
Introduction to Narrative Research
359(2)
Paradigmatic Hierarchy
361(1)
Data Collection and Procedures
362(4)
Trustworthiness Strategies
366(1)
Analysis
367(1)
Narrative Analysis
367(1)
Paradigmatic Narrative Analysis
368(1)
Increasing Rigor in Narrative Research
369(1)
Multicultural Issues
369(1)
Limitations
370(1)
Summary
371(1)
Student Activities
371(1)
Additional Resources
372(1)
Key References
373(2)
14 Consensual Qualitative Research
375(20)
Katherine M. Murphy
Cody Dickson
Stephen V. Flynn
Learning Objectives
375(1)
Distinguishing Consensual Qualitative Research From Other Approaches
375(1)
Phenomenology
375(1)
Case Study
376(1)
Narrative Research
376(1)
Grounded Theory
376(1)
Ethnography
377(1)
Introduction to Consensual Qualitative Research
377(1)
The Paradigmatic Hierarchy of Consensual Qualitative Research
377(1)
Consensual Qualitative Research
378(1)
Data Collection
378(1)
Procedures and Examples
379(1)
Data Analysis and Examples
380(2)
Consensual Qualitative Research Variants
382(1)
Consensual Qualitative Research---Modified
382(1)
Consensual Qualitative Research for Case Study
383(2)
Increasing Rigor in Consensual Qualitative Research
385(1)
Multicultural Issues
386(1)
Limitations to Consensual Qualitative Research
386(3)
Summary
389(1)
Student Activities
389(1)
Additional Resources
390(1)
Key References
391(4)
PART IV MIXED METHODS RESEARCH
15 Action Research
395(36)
Eric S. Thompson
Learning Objectives
395(1)
Introduction to Action Research
395(1)
Major Forms of Action Research
396(1)
Applications of Action Research
396(3)
Distinguishing Action Research From Other Traditions
399(1)
Levels of Interaction
399(3)
The Paradigmatic Hierarchy of Action Research
402(5)
Practitioner Action Research
407(6)
Participatory Action Research
413(3)
Action Research Data Collection Methods and Examples
416(1)
Practitioner Action Research Data Analysis and Examples
417(1)
Increasing Rigor in Action Research
418(3)
Multicultural Issues and Action Research
421(1)
Limitations to Action Research
422(5)
Summary
427(1)
Student Activities
427(2)
Additional Resources
429(1)
Key Reference
430(1)
16 Mixed Methods Research: Convergent and Embedded Designs
431(26)
Stephen V. Flynn
Nicole V. Brady
Learning Objectives
431(1)
Introduction to Convergent and Embedded Designs
431(3)
The Philosophical Integration of Convergent and Embedded Designs
434(3)
Convergent (Triangulation) Design
437(1)
Embedded Design
438(2)
Convergent and Embedded Data Collection and Analysis
440(4)
Rigor in Mixed Methods Research
444(1)
Multicultural Issues
445(3)
Limitations of Convergent and Embedded Approaches
448(6)
Summary
454(1)
Student Activities
454(1)
Additional Resources
455(1)
Key Reference
456(1)
17 Mixed Methods Research: Explanatory and Exploratory Designs
457(24)
Stephen V. Flynn
Clarissa M. Uttley
Learning Objectives
457(1)
Introduction to Explanatory and Exploratory Designs
457(1)
Distinguishing Explanatory and Exploratory Designs
458(1)
The Philosophical Integration of Explanatory and Exploratory Design
459(2)
Explanatory Design
461(2)
Exploratory Design
463(1)
Explanatory and Exploratory Data Collection and Analysis
464(4)
Increasing the Rigor of Explanatory and Exploratory Approaches
468(3)
Multicultural Considerations
471(1)
Limitations to Explanatory and Exploratory Mixed Methods Research
472(4)
Summary
476(1)
Student Activities
476(2)
Additional Resources
478(1)
Key References
479(2)
18 Mixed Methods Research: Transformative and Multiphase Designs
481(28)
Stephen V. Flynn
Samantha Waterhouse
Learning Objectives
481(1)
Introduction to Transformative and Multiphase Designs
481(3)
Transformative and Multiphase Philosophical Integration
484(2)
Transformative Design and Data Collection
486(3)
Multiphase Design
489(1)
Data Analysis in Transformative and Multiphase Approaches
490(5)
Increasing Rigor of Transformative and Multiphase Approaches
495(4)
Limitations to Transformative and Multiphase Designs
499(4)
Summary
503(1)
Student Activities
504(1)
Additional Resources
505(1)
Key References
506(3)
Index 509
Stephen V. Flynn, PhD, LPC, LMFT-S, NCC, ACS, is a professor of counselor education, a research fellow, the founding director of the Marriage and Family Therapy program, and the Play Therapy program coordinator at Plymouth State University in Plymouth, New Hampshire. Dr. Flynn teaches counseling; couple, marriage, and family; child and adolescent; and research and writing courses for the Counselor Education, Marriage and Family Therapy, and Educational Leadership graduate programs at Plymouth State University. He is a licensed professional counselor (Colorado), a licensed marriage and family therapist (LMFT; Colorado, New Hampshire), a national certified counselor, an approved clinical supervisor, an American Association for Marriage and Family Therapy (AAMFT) clinical fellow, and an AAMFT approved supervisor.
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