96046 Research Project 1
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Credit points: 6 cp
Subject level:
Postgraduate
Result type: Grade and marksRequisite(s): 96043 Introduction to Clinical Practice Skills AND 96044 Child and Adolescent Clinical Psychology AND 96045 Adult Clinical Psychology 1 AND 96049 Assessment Across the Lifespan AND 96047c Clinical Placement 1 AND 96048c Adult Clinical Psychology 2 AND 96050c Clinical Health Psychology
The lower case 'c' after the subject code indicates that the subject is a corequisite. See definitions for details.
There are course requisites for this subject. See access conditions.
Description
This subject introduces students to the conduct of psychology research in clinical settings and with clinical populations. Common clinical psychology research methodologies and approaches are introduced and ethical principles of research in clinical psychology are also explored.
Subject learning objectives (SLOs)
| 001. | Locate scholarly literature relevant to a given topic |
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| 002. | Critique selected research |
| 003. | Formulate a research question |
| 004. | Undertake a review of the literature related to a research question |
| 005. | Select a research methodology relevant to a given research question |
| 006. | Present a research proposal addressing a gap in the literature |
| 007. | Construct an ethics application for a research project |
| 008. | Evaluate the reliability and validity of assessment |
| 009. | Conduct approved research |
| 010. | Interpret research data using appropriate methodology |
| 011. | Evaluate research data in the context of the literature |
| 012. | Communicate research findings and outcomes |
| 013. | Assess the impact of research |
| 014. | Suggest modifications and directions for further research |
| 015. | Apply research in a given clinical context |
| 046. | Evaluate the impact of an intervention |
| 057. | Use written and spoken communication in a manner appropriate to the target audience |
| 064. | Maintain a professional relationship with supervisor |
| 066. | Accept supervisory input |
| 076. | Interpret assessment results |
Course intended learning outcomes (CILOs)
The learning outcomes for this subject are as follows:
- Engage in reflexive practice to evaluate and integrate emerging evidence into practice, and to promote the growth of personal and professional learning, and the education of others. (01.1)
- Interpret, implement and evaluate psychological assessments and interventions using psychological theories, models and evidence to optimise client or organisational health. (02.1)
- Lead and collaborate, supporting an interdisciplinary approach, to provide ethically and legally accountable client-centred care, with awareness of own capabilities and limitations. (02.2)
- Engage in systematic enquiry, evaluating the evidence and reporting on individual and population psychological health status, using appropriate methodologies. (02.3)
Contribution to the development of graduate attributes
This subject contributes to the development of the following graduate attributes:
Lifelong learning
Graduates of the Master of Clinical Psychology are lifelong learners, committed to and capable of reflection and inquiry in their quest for personal development and excellence in professional practice.
Professional capacity
Graduates of the Master of Clinical Psychology are client-focussed, ethical practitioners with the understanding and proficiency to be leaders in their profession, capable of effectively researching and communicating solutions in a global context.
Global citizenship
Graduates of the Master of Clinical Psychology contribute to society, resolving to undertake those actions and responsibilities that will enhance their role in local, national and global communities.
Teaching and learning strategies
Preparation for Learning:
Students are required to prepare for learning by coming to lectures prepared. This might include completing required readings or reviewing relevant data output prior to attending the lectures and seminars.
Active Lectures and workshops:
This subject follows a presentation and practice approach where students are exposed to key aspects of the research process, followed by practice and consideration of key issues through class exercises. Because of the small class size, teaching staff will encourage real-time interaction between peers. For example, teaching staff will request clinical examples for statistical concepts, plus discussion of controversial issues (at times in small groups, if time is available). Teaching staff will provide feedback to student commentary.
Case-based Learning:
Students are required to synthesise formal knowledge and apply it in clinical research contexts. Real-world clinical examples will be provided to clarify key features of research design and statistics. These will assist students in learning how to apply the skills taught in class to real world examples. Students will initiate their own research project, specifically deciding on research questions, hypotheses, research design, sample and variables. Students will also submit their project for ethics approval.
Scientist-Practitioner Focus:
This course frequently mentions the paradigm of evidence-based practice in clinical psychology, that is, critical thinking about clinical treatments that work, as based on well-designed clinical trials, or on systematic reviews and meta-analyses of such trials. Therefore, students learn to how to locate and evaluate appropriate research studies, including assessment of the validity of the studies. Students are encouraged to come to class prepared to engage the lecturer in discussion about this evidence base.
Collaborative Learning:
Much work as clinical psychologists involves working with multi-disciplinary teams as well as teams made up of multiple psychologists. Therefore, clinical psychology students should develop skills in teamwork. In this subject, students are required to discuss with each other their proposed research projects, thus providing peer feedback.
Reflective Learning:
Reflective practice is an essential skill of a clinical psychologist. This subject aims to foster reflective practice by asking students to reflect on their strengths and weaknesses regarding research methods and statistics, and strategies to overcome such weaknesses.
Practice-based and Self-Directed Learning:
Students are encouraged to continually search for and evaluate newly published research in clinical psychology, particularly in their topics of special interest, such as those related to their thesis. Students are also encouraged to meet in groups both in class and outside of class to discuss potential problems related to designing their research projects.
Ongoing Feedback:
Feedback is an important teaching and learning strategy employed throughout the subject. Teaching staff will provide detailed feedback regarding assessment tasks, and students are encouraged to provide feedback to their peers during class based activities.
Content (topics)
Students will engage in lectures and tutorials which cover i) the procedures and supports available for conducting research in the UTS environment, ii) the scientist-practitioner model and evidence-based treatments, iii) ethical principles in clinical research, and iv) key data analysis and interpretation approaches used in clinical psychology.
Assessment
Assessment task 1: Critical Analysis of Clinical Research Task
| Intent: | Clinical psychologists are evidence-based practitioners. To be an evidenced-based practitioner, psychologists are required to understand how to critically analyse clinical research. This task is designed to simulate key steps to critically analysing a clinical research study, as is required in routine clinical practice. |
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| Objective(s): | This task is aligned with the following subject learning objectives: 010, 012, 014, 015, 046 and 076 This task is aligned with the following course learning outcomes: .005, .006, .007, .010, 01.1, 02.2 and 02.3 |
| Type: | Exercises |
| Groupwork: | Individual |
| Weight: | 35% |
| Length: | Expected completion time: 120 minutes maximum |
| Criteria: | Students are expected to achieve a mark of at least 50% to pass this assessment. Assessment criteria can be found in the Assignments section of the subject Canvas site. |
Assessment task 2: Written Research Proposal
| Intent: | Clinical psychologists are required to summarise an intended research project via a research protocol. This task gives trainees the opportunity to develop and communicate a full research proposal similar to what is required in a variety of clinical and research contexts. It will also provide trainees with the opportunity to obtain detailed feedback on the rationale and feasibility of their project. |
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| Objective(s): | This task is aligned with the following subject learning objectives: 001, 002, 003, 004, 005, 006, 008, 011, 013, 014, 015, 057, 064 and 066 This task is aligned with the following course learning outcomes: .005, .006, .009, .010, 01.1, 02.1, 02.2 and 02.3 |
| Type: | Report |
| Groupwork: | Individual |
| Weight: | 65% |
| Length: | 2000 Words (maximum) |
| Criteria: | Students are expected to achieve a mark of at least 50% to pass this assessment. Assessment criteria can be found in the Assignments section of the subject Canvas site. |
Assessment task 3: Human Research Ethics Committee Application
| Intent: | This task allows trainees to demonstrate understanding and application of ethical principles to research practice. |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 007 and 009 This task is aligned with the following course learning outcomes: .005 and 02.1 |
| Groupwork: | Individual |
| Weight: | Mandatory task that does not contribute to subject mark |
| Length: | Contingent upon project and administrative requirements. |
| Criteria: | Submitted/Not submitted. |
Minimum requirements
Students must attain at least 50% overall in order to pass the subject. 100% attendance as the workshops is required.
There are must-pass assessments in this subject. Please check assessment descriptions for details
Students who require UTS Human Research Ethics Committee approval for their thesis project will need to have completed the online application by the end of the subject.
Required texts
Coursework Assessments Procedures
Graduate School of Health Policy, Guidelines and Procedures (login required)
Additional required readings will be provided via Canvas
Recommended texts
There will be required readings associated with each topic. Trainees should complete the following readings before each of the respective seminars. These readings will be available through Canvas or in the UTS library. A more complete list will be posted on Canvas for each seminar.
General references
Field, A. (2018). Discovering statistics with SPSS (5th edition). London: Sage Publications. Or earlier editions.
Kendall, P. C. & Comer, J. S. (2014). Research methods in clinical psychology. In, Oxford handbook of clinical psychology, Updated edition (D. H. Barlow, editor), 52 – 74. London: Oxford University Press.
Evidence-based practice
American Psychological Association (2006). Evidence-based practice in psychology. American Psychologist, 61, 271-285.
Lilienfeld, S. et al. (2013). Why many clinical psychologists are resistant to evidence-based practice. Clinical Psychology Review, 33, 883- 900.
Experimental and Quasi-experimental designs
Kendall, J. M. (2011). Designing a research report: Randomised controlled trials and their principles. Emergency Medicine, 20, 164 – 168.
Moher, D. et al. (2010). CONSORT 2010 Statement explanation and elaboration. Journal of Clinical Epidemiology, 63 (8), e1 – e37.
Single-case designs
Holman, G., & Koerner, K. (2014). Single case designs in clinical practice: A contemporary CBS perspective [etc]. Journal of Contextual Behavioral Science, 3,138-147.
Smith, J. D. (2012). Single-case experimental designs: A systematic review of published research and current standards. Psychological Methods, 17, 510 – 550.
Effect sizes and statistical power
Cohen, J. (1992). A power primer. Psychological Bulletin, 112, 155 - 159.
Morris, P. E. & Fritz, C. O. (2013). Why are effect sizes still neglected? The Psychologist, 26, 580 – 583.
Systematic reviews and meta-analysis
Moher, D. et al. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. BMJ, 339, b2535 [or] PLoS Med, 6(7): e1000097.
Moller, M. H. et al. (2018). Are systematic reviews and meta-analyses still useful research? We are not sure. Intensive Care Medicine, 44, 518 – 520.