By Chris Barker, Nancy Pistrang, Robert Elliott
A totally revised and up to date variation of a longtime and revered textual content, this can be a concise and available overview of the strategies and techniques which relate to venture study, and comparing study and scientific therapy. Written with the scientist-practitioner in brain, this article offers examine equipment and scientific remedy with a robust emphasis put on the overview of analysis, that is so vital to facts dependent perform. learn equipment in scientific Psychology covers the basic features of teaching classes for brand new medical psychologists, yet can be useful for practicing clinicians updating their skills. gains to assist instructing and studying contain: ? Case reports ? bankruptcy summaries ? Annotated additional interpreting ? thesaurus of keyword phrases ? internet dependent additional fabric for seminars, education evaluate, and so on. PARTIAL desk OF CONTENTS: views ON study; DOING THE basis; FOUNDATIONS OF dimension; FOUNDATIONS OF QUALITATIVE equipment; SELF-REPORT equipment; OBSERVATIONS; FOUNDATIONS OF layout; SMALL-N DESIGNS; THE members: SAMPLING AND ETHICS; provider overview examine; research AND INTERPRETATION; end: comparing AND utilizing examine
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Additional resources for Research Methods in Clinical Psychology: An Introduction for Students and Practitioners (2nd ed)
Example text
The clinical scientist, who draws on general psychology to produce research on clinical problems for the evidence-based practitioner to use. The Intuitive Practitioner The intuitive practitioner is the therapist who does not conduct research and does not consciously use research findings in their clinical work. Intuitive practitioners conduct clinical work mostly on the basis of knowledge drawn from personal experience, supervision, or reading clinical case reports; they are often highly skilled but are sometimes unable to articulate their implicit knowledge.
Various databases can be used to locate relevant literature. The planning process is iterative: feedback from colleagues, and one’s own second thoughts, mean that it is usual to take proposals through several drafts. Research should generally be question-driven rather than methoddriven. The essence of planning good research is making the procedures fit the questions, rather than the other way around. The first step in undertaking a piece of research is obviously to select a topic to investigate.
Funded research teams undertaking multi-year projects can set themselves much more ambitious targets. Always bear in mind that the research must be able to teach you something: there is no point in doing a project if it simply confirms what you knew before you started it. As we noted in the previous chapter, research should put one’s expectations or beliefs at risk, in the sense that it could falsify cherished ideas. It is worth trying to ‘‘game out’’ the study (Horowitz, 1982; Patton, 1997): in other words, ask yourself what are its possible outcomes, what would you learn from each of them, and which ones would make a difference in how you think about or what you do about the topic you are studying.