1

BOISE STATE UNIVERSITY

COUNSELING PROGRAM

COUN 512 – STATISTICS AND RESEARCH DESIGN

SPRING 2017

Course and Instructor

Course Number: COUN 512

Course Title:Statistics and Research Design

Course Time:Monday, 6:00-8:45 p.m.

Course Location:Education Building Rm416

Semester: Spring 2017

Credits:3 credits

Instructor: Dr. Raissa Miller, LPC

Office E612

(208) 426-1307

Office Hours: Monday & Tuesday 12:30-3:00

Course Objectives and Accreditation
CACREP Standards Addressed in the Course
II. / Professional Identity
Assessment
G.7.
c. / Statistical concepts, including scales of measurement, measures of central
tendency, indices of variability, shapes and types of distributions, and
correlations
d. / Reliability (i.e., theory of measurement error, models of reliability, and the use
of reliability information);
e. / Validity (i.e., evidence of validity, types of validity, and the relationship
between reliability and validity);
G. 8. / Research and Program Evaluation
a. / The importance of research in advancing the counseling profession
b / Research methods such as qualitative, quantitative, single-case designs, action research, and outcome-based research
c. / Statistical methods used in conducting research and program evaluation
d. / Principles, models, and applications of needs assessment, program evaluation, and the use of findings to effect program modifications
e. / The use of research to inform evidence-based practice
f. / Ethical and culturally relevant strategies for interpreting and reporting the results of research and/or program evaluation studies
Addiction Standards
Research and Evaluation
I.1 / Understands how to critically evaluate research relevant to the practice of addiction counseling.
I.2 / Knows models of program evaluation for addiction counseling treatment and
prevention programs.
I.3 / Knows …basic strategies for evaluating counseling outcomes in addiction counseling.
School Standards
Research and Evaluation
I.1 / Understands how to critically evaluate research relevant to the practice of school counseling.
I.2 / Knows models of program evaluation for school counseling programs.
I.3 / Knows …basic strategies for evaluating counseling outcomes in school counseling (e.g. behavioral observation, program evaluation).

Course Description

[Graduate Catalog Description]

The course will provide a basic understanding of research methods and program evaluation. The course covers both research design and statistical procedures. Topics covered include program evaluation in counseling, the scientific method, experimental and correlational research, sampling methods, hypothesis development, introduction to descriptive and inferential statistics, and the choice of appropriate statistical analyses for testing specific hypotheses. Students will gain the fundamentals of statistics as they analyze counseling and educational data with emphasis on the review and interpretation of research literature (particularly in the areas of school and addiction counseling), experience the role of computers in statistical analysis, and discover the relationships among measurement, design, and statistics. PREREQ: COUN 501 or permission of instructor.

Objectives

In this course students will have the opportunity to explore the following overarching questions:

  1. What role does research play in the counseling profession?
  2. How can counselors critique research for quality and relevance?
  3. What research methods can counselors utilize in evaluating their own work?
  4. How can counselors create and conduct an evaluation of their programs?

Students will learn the importance of research in advancing the counseling profession (II.G.8.a), a variety of research methods (II.G.8.b), statistical methods used in conducting research and program evaluation (II.G.8.c), principles, models, and applications of needs assessment, program evaluation, and the use of findings to effect program modifications (II.G.8.d), the use of research to inform evidence-based practice (II.G.8.e), and ethical and culturally relevant strategies for interpreting and reporting the results of research and/or program evaluation studies (II.G.8.f). Students will also learn basic concepts of assessment including scales of measurement, measures of central tendency, indices of variability, shapes and types of distributions, and correlations (II.G.7.c), reliability (II.G.7.d), and validity (II.G.7.e).

Upon completion of this course, the student will:

  • Understand the importance of program evaluation and the use of research to inform counseling practice
  • Acquire a basic knowledge of the process or research and hypothesis testing, including limitations inherent in specific methodologies
  • Be able to choose appropriate methodologies for specific research questions
  • Be able to choose and evaluate instruments appropriate for measuring variables in a research project
  • Acquire a basic understanding of descriptive and inferential statistics
  • Be able to conduct a literature review and develop the ability to critically evaluate research literature
  • Acquire a basic ability to use statistical software and interpret results from completed statistical analyses
  • Be able to detect misuse of statistical reporting in professional articles
  • Demonstrate understanding of SPSS
  • Distinguish between good and poor research design
  • Evaluate statistical reports and integrate the data with sound educational decision making

Upon completion of the course, addiction students will demonstrate knowledge in the following:

  1. How to critically evaluate research relevant to the practice of addiction counseling. (AI.1).
  2. Models of program evaluation for addiction counseling treatment and prevention programs. (AI.2).
  3. Basic strategies for evaluating counseling outcomes in addiction counseling (AI.3)

Upon completion of the course, school students will demonstrate knowledge in the following:

  1. How to critically evaluate research relevant to the practice of school counseling. (SI.1).
  2. Models of program evaluation for school counseling programs. (SI.2).
  3. Basic strategies for evaluating counseling outcomes in school counseling (e.g. behavioral observation, program evaluation) (SI.3).

Technology Skills Addressed in the Course
Instructor Application / Student Application
Utilize Blackboard technology / X /
X
Word process, including APA formatting / X /
X
Use a spreadsheet and a statistical package / X /
X
Acquire graphics from the web, digital camera, scanner, or Microsoft media and insert them into a poster or presentation / X
Create and deliver a power point presentation / X /
X
Find material on the Web and review Web sites /
X
Be able to use e-mail, including document attachments / X /
X
Be able to sign in and participate in listservs
Be familiar with computerized testing
Be able to use digital recording equipment

Student Learning Outcomes (SLOs) for Addiction Standards

The student will demonstrate knowledge, skills, and practices necessary for success as a counselor educator and supervisor via his or her participation in key assessments in this course. SLOs for this course are as follows:

Student Learning Outcomes / CACREP / Key Assessment
Understands how to critically evaluate research relevant to the practice of addiction counseling. / AI.1 / Journal Article Critique
Knows models of program evaluation for addiction counseling treatment and prevention programs. / AI.2 / Program Evaluation Paper
Knows basic strategies for evaluating counseling outcomes in addiction counseling. / AI.3 / Program Evaluation Paper

Student Learning Outcomes (SLOs) for School Standards

The student will demonstrate knowledge, skills, and practices necessary for success as a counselor educator and supervisor via his or her participation in key assessments in this course. SLOs for this course are as follows:

Student Learning Outcomes / CACREP / Key Assessment
Understands how to critically evaluate research relevant to the practice of school counseling. / SI.1 / Journal Article Critique
Knows models of program evaluation for school counseling programs. / SI.2 / Program Evaluation Paper
Knows …basic strategies for evaluating counseling outcomes in school counseling (e.g. behavioral observation, program evaluation). / SI.3 / Program Evaluation Paper

Course Methods of Instruction

Research methodology and statistical procedures will be taught through the use of lecture and power point presentations. Class exercises, including group work, calculating statistics, and presenting research critiques, will be used to facilitate learning of methodology and statistical concepts. Demonstration of statistical analysis of data using SPSS software will be used to teach analytic procedures and students will use SPSS software to analyze data provided for practice.

Prerequisite

Students must have been formally admitted into BSU’s counselor-training and/or certificate programs or be currently working as a counselor/helping professional.

Texts

Course readings will provide students with important information that they can use to explore the major questions of the course and develop the essential research and evaluation skills this course is intended to foster. Readings are intended to help students prepare for the intellectual challenges they will face in class and in completing learning exercises, as well as serve as resources for future counseling practice.

Necessary:

Balkin, R. S., & Kleist, D. M. (2017). Counseling research: A practitioner-scholar approach. Alexandria, VA: American Counseling Association.

American Psychological Association. (2009). Publication manual of the American Psychological

Association (6th ed.) Washington, DC: American Psychological Association.

Suggested:

Broooks-McNamara, V., & Torres, D. (2008). The reflective school counselor’s guide to

practitioner research. Thousand Oaks, CA: SAGE.

Additional Readings

American Counseling Association (2014). ACA Code of Ethics. Retrieved from

Balkin, R. S., & Sheperis, D. S. (2009). A primer in evaluating quantitative research for

counseling professionals (ACAPCD-25). Alexandria, VA: American Counseling

Association.

Barbour, R. S. (2001). Checklists for improving rigour in qualitative research: A case of the tail

wagging the dog? Education and debate, 322.

Dimmitt, C. (2010). Evaluation in school counseling: Current practices and future possibilities.

Counseling Outcome Research and Evaluation, 1(1), 44-56.

Duffy, M., & Chenail, R. J. (2008). Values in qualitative and quantitative research. Counseling

and Values, 53, 22-38.

Elmore, P. B. (2010). Reporting standards for research publications. Counseling Outcome

Research and Evaluation, 1(2), 19-29.

Hays, D. G. (2010). Introduction to counseling outcome research and evaluation. Counseling

Outcome Research and Evaluation, 1(1), p. 1-7.

Hays, D. G. & Wood, C. (2011). Infusing qualitative traditions in counseling research designs.

Journal of Counseling & Development, 89, 288-295.

Kaffenberger, C. J. (2012). A call for school counseling practitioner research. Professional

School Counseling, 16(1), 59-62.

Krauss, S. E. (2005). Research paradigms and meaning making: A primer. The Qualitative

Report, 10(4), 758-770.

Lambert, S. F. (2011). Ethical and legal issues in addictions outcome research. Counseling

Outcome Research and Evaluation, 2(1), 25-36.

Lenz, A. S., Conte, G. D., Lancaster, C., Bailey, L., & Vanderpool, E. (2014). Evaluation of a partial hospitalization program for adolescents. Counseling Outcome Research and

Evaluation, 5(1), 3-16.

McKibben, W. B., & Silvia, P. J. (2015). Inattentive and socially desirable responding:

Addressing subtle threats to validity in quantitative counseling research. Counseling

Outcome Research and Evaluation, 1-12.

Morrow, S. L. (2005). Quality and trustworthiness in qualitative research in counseling

psychology. Journal of Counseling Psychology, 52(2), 250-260.

Williams, R. (2007). Raising red flags in data collection. Retrieved from:

*Additional readings may be assigned throughout the semester.

On-line Resources

Rick Balkin, Ph.D. is a Counselor Educator (currently at the University of Louisville), past president of the Association of Assessment and Research in Counseling, andcurrent editor of the Journal of Counseling and Development. Dr. Balkin’s website contains many useful resources and lectures!

Counseling Outcome Research and Evaluation (CORE) is an ACA-affiliated journal that specializes in publishing articles directly related to this course. You can access articles through the Albertson’s Library website.

Center for School Counseling Outcome Research. Conducts and publishes outcome research in the school setting. My favorite part of this site is the research briefs section!

. National Registry of Evidenced-Based Programs and Practices. Includes substance abuse and general mental health related programs. Go to this website to search for EFTs and other EBPs.

. You have to be an ACA member to access the briefs on this website (another reason to join ACA at the discounted student rate!). These briefs are an excellent place to start when looking for evidenced-based approaches for specific presenting concerns.

Methods of Assessing Learning Progress

Attendance, participation, & professionalism: Detailed below under important policies.

CITI Training Certificate (5 points) – The Collaborative Institutional Training Initiative (CITI) is a web-based training program hosted by the University of Miami that offers training in human subjects research protections, animal care and use, biosafety, the responsible conduct of research, and export controls. The primary focus of the training is on research ethics. Anyone participating in research at Boise State (and pretty much anywhere else) is required to complete the training.

  • See for login instructions and other FAQs. You SHOULD NOT PAY for the training.
  • Select the Human Subjects Research (HSR) Social-Behavioral-Educational (SBE) track.
  • Print the "completion report" to turn in during class.

Journal Article Critique Paper (20 points) – (AI.1; SI.1)This assignment allows you to demonstrate your growing knowledge as a research consumer. You will select a research journal article to complete the assignment. Further assignment details will be provided in class.

Quantitative Analysis Assignment (10 points) – Run an analysis of particular data using several different statistical procedures. You will include descriptive data and run and interpret the results. This assignment will be done in class.

Qualitative Analysis Assignment (10 points) –Conduct a mini-qualitative simulation. You will analyze themes across a series of data/information provided to you. You will be asked to analyze, synthesize, and interpret your findings with implications. This exercise will be done in class.

Program Evaluation Paper (30 points) - (AI.2 – AI.3; SI.2 – SI.3)This is a group paper and is to be completed in groups of 3 students (one group will have 4 students). It should be approximately 8-10 double-spaced pages (not including references) and should be prepared using APA style. Additional assignment details will be provided in class.

Program Evaluation Presentation (10 points)Presenta 15 minute evaluation proposalto a group of hypothetical stakeholders (e.g., school and/or agency staff). The tone of the presentation should be future tense (what are you planning to do?). Focus on answering the following questions:

  • What program or intervention are you evaluating and what is your rationale for choosing this particular program or intervention to evaluate? Have you watched Shark Tank . . . or have you heard of an elevator pitch? The point is to be able to, in a short period of time, clearly and concisely describe what something is and why anyone should care.
  • What are your specific evaluation questions?
  • How will you evaluate the program of intervention? Present logic model, evaluation design, and analysis plans.
  • What barriers or limitations do you anticipate as part of the evaluation process? How will you work to minimize or overcome these barriers and limitations?
  • How and to whom will you share what you find?

Tips: Don’t use the word “study” – this is an evaluation, not a research study. Balance your time wisely covering the above questions. Review best practices of giving a PowerPoint (or other presentation platform) presentation (e.g., use of text, images, designs, etc.). Casual business attire is expected. You may use note cards or other memory tools, however, avoid reading directly from the slides as much as possible. Rehearsal of your presentation to get timing and content down is strongly encouraged.

ContentUnderstanding Check (CUC) (15 points -5x3-) At various points throughout the semester you will be asked to complete an activity that demonstrates your completion and thoughtful consideration of assigned readings. Keep a binder/journal of all your reading evaluations to share with peers and instructor on an ongoing basis. Assignments should take in consideration all your readings for that particular day – focus reflections on most salient themes/overarching ideas. You may choose any one of the following options (you can choose different options for different assignments):

  • Invent a Short Answer Quiz: Write 5 higher-order questions related to the content. Pick two and answer (minimum ½ page response per question).
  • Intrigue Journal: List the 5 most interesting, controversial, or resonant ideas you found in the readings. Include page #s and a short rationale (100 words) for each selection.
  • Study Guide: Create a study guide that outlines the main ideas and identifies points of confusion.
  • Collage: Create a collage around the themes in the reading. Write a one paragraph summary of your collage.
  • Summary Poem: List 10 key words from an assigned text. Do a free verse poem with the words you highlighted. Write a summary ofthe reading based on the words you highlighted.

*Note: Additional assignment details and rubrics will be provided in class.

Grading Scale

Grading is a way of communicating to students and to academic and professional communities the amount of learning students have achieved in the course. Students’ progress in learning will be assessed throughout the semester through learning exercises. Written and verbal feedback will be provided to guide students in their learning. Consideration of professional characteristics and behaviors (including attendance, participation, and professionalism) will also factor into students’ final grades.

Letter Grade / Points
A+ / 97-100
A / 94-96
A- / 90-93
B+ / 87-89
B / 84-86
B- / 80-83
C+ / 77-79
C / 74-76
C- / 70-73
D+ / 67-69
D / 64-66
D- / 60-63
F / 59
Important Policies

Due Dates

Timely completion of readings and learning exercises demonstrates respect for peers and the instructor in the learning community and allows for adequate assessment of learning progress. If students are unable to adhere to due dates, reading schedules, and other deadlines, they should email the instructor to schedule a meeting. The instructor and student will discuss reasons for delays in completing readings and learning exercises and brainstorm solutions for moving forward.

Attendance, Participation, & Professionalism

Enrollment in COUN 512 is limited to graduate students who are preparing for professional careers; thus, attendance is required and class participation is expected as just one component of professional responsibility. Students are expected to demonstrate personal characteristics consistent with the characteristics of professional counselors, engage in ethical behavior as defined in the American Counseling Association Code of Ethics, and adhere to BSU’s Academic Integrity Policy. As professionals, students also are responsible for coming to class prepared to discuss readings, making productive contributions to class discussions/activities, and attending respectfully to others.

Students who do not meet expectations regarding professional responsibilities will be evaluated as such. This evaluation may be reflected in a grade reduction, competency concern report, and/or request for other remediation per Counseling Program policies. The following chart serves as a guide regarding expectations for professional behavior and potential outcomes for those who do not meet these expectations. Note that one only meets professional expectations if ALL indicators are met. However, one need only have ONE area in which s/he is below expectations to necessitate remediation