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Research Methods in Counseling - EDCO 394 OL2 - Course Syllabus

Research Methods in Counseling - EDCO 394 OL2 - Course Syllabus

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View Course: https://learn.uvm.edu/courselistsummer/course.php?term=201206&crn=60233

Research into Practice is primarily concerned with providing students w/opportunities to increase their understanding of research methods, statistical analysis, needs assessment, and program evaluation including all of the following content areas: 1) the importance of research opportunities and difficulties in conducting research in the counseling profession (CACREP Standard 8b), 2) research methods such as qualitative, quantitative, single case design, action research, and outcome-based research (CACREP Standard 8b), 3) use of research to improve counseling effectiveness (CACREP standard 8e), 4) legal and ethical considerations involved in conducting research (CACREP Standard 8f).
View Course: https://learn.uvm.edu/courselistsummer/course.php?term=201206&crn=60233

Research into Practice is primarily concerned with providing students w/opportunities to increase their understanding of research methods, statistical analysis, needs assessment, and program evaluation including all of the following content areas: 1) the importance of research opportunities and difficulties in conducting research in the counseling profession (CACREP Standard 8b), 2) research methods such as qualitative, quantitative, single case design, action research, and outcome-based research (CACREP Standard 8b), 3) use of research to improve counseling effectiveness (CACREP standard 8e), 4) legal and ethical considerations involved in conducting research (CACREP Standard 8f).

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 1
The Counseling Program
 EDCO 394 (60038) Research Methods in CounselingSummer 2011Instructor: Lance C. Smith, Ph.D., NCC, ACSPhone: 656-3898, cell 881-6242E-Mail: lance.smith@uvm.eduOffice Hours: By appointmentDate: May 24
th
– June 16
th
, 2011Time: Tuesday-Thursday, 1:00 to 4:45 pmPlace: 102C Mann HallCredits: 3 Graduate CreditsPrerequisites
"The outcome of any serious research can only be to make two questions grow where only one grew before." Thorstein Veblan
 
“Research is the process of going up alleys to see if they are blind” – Marston Bates“The nature of reality is this: It is hidden, and it is hidden, and it is hidden”— Rumi
Course Description:
 
This course is designed to assist counseling students in understanding research methods,qualitative and statistical analysis, needs assessment, and program evaluation relevant to thefield of counseling.
Course Objectives:
1.
 
To be able to conduct a basic level of research necessary to determine the outcomes of ones’own clinical work and program effectiveness.2.
 
To be able to critically evaluate the published research in our field3.
 
To identity research in the counseling literature that decenters social privilege and promotesgreater equity for historically marginalized groups.4.
 
Develop a knowledge and appropriate application of ethical standards and guidelines incounseling related research.
 Required Readings:
McMillan, J. H. (2007).
 Educational Research: Fundamentals for the Consumer, 5
th
Ed.
Boston: Allyn& Bacon.
  Recommended Readings:
Caldwell, S. (2009).
Statistics Unplugged, 3
rd 
Ed.
Atlanta, GA: Wadsworth PublishingBogdan, B, & Biklen, S. (2006).
Qualitative Research for Education: An Introduction to Theories and Methods.
Boston: Allyn & Bacon.Grant, C. A. (1998).
Multicultural Research: A Reflective Engagement with Race, Class, Gender and Sexual Orientation.
 NY:
 
Routledge.
PRIOR SYLLABUS. SUBJECT TO CHANGE. CONTACT INSTRUCTOR WITH FURTHER QUESTIONS.
 
 2
 Methods of Instruction:
 
Instructional methods used in this class include lecture, small group discussions, presentations, reflectingteams, along with reading, writing, and research assignments.
 Requirements/Assignments (CACREP Standards):
 
Readings and Postings
(CACREP Core 8a-f; 7c, d, e; CMH I2, 3; SC C2, I2, 3, 4)
You will have reading assignments each evening. Prior to class the next day you will post onecomment/and or question regarding at least one of the readings within the Discussion domain of Blackboard. You will also need to respond to at least 1 question and/or comment from a fellow student.
Article Critiques
(CACREP 8 a, b, e; CMH I1, 3; SC I1, 5)
You will demonstrate your ability to be a consumer of research by critiquing two
research
articles for this course.Presentation:The first article will be critiqued through the format of a class presentation. Teams of 2 will choose a
research
article that was published within a peer reviewed journal of stature. Using the guidelines fromMcMillan & Wergin’s (2002)
Understanding and Evaluating Educational Research,
the pairs will present a critique to the class within a 30 minute Powerpoint presentation. Email the Powerpointdirectly to me the evening prior to your presentation. See the
 Presentation Directions and Rubric
onBlackboard for details.
School Counseling Students
 —Must choose an article that relates to professional school counseling. Itmay be of Qualitative, Quantitative, Mixed Methods, or Participatory Action design.
Clinical Mental Health and Dual Track Students
– Must choose an article that relates to therapeutic process and/or outcomes. It
must be
a Quantitative design. It
may not be
Qualitative or ParticipatoryAction design.Paper:The second article will be critiqued through the format of a written paper. Using the guidelines fromMcMillan & Wergin’s (2002)
Understanding and Evaluating Educational Research,
you will write acritique of an article and turn it in via email by June 27th. See the
 Article Critique Paper Directionsand Rubric
on Blackboard for details
.
Also see the example critique that I have provided onBlackboard.
School Counseling and Dual Track Students
 —Must critique the following article (to be found onBlackboard):Webb, L. D., Brigman G. A., & Campbell, C. (2005) Linking school counselors and student success: Areplication of the student success skills approach targeting the academic and social competence of students.
 Professional School Counseling, 8,
407-414.
Clinical Mental Health--
Must critique the following article (to be found on Blackboard):Marcus, S., Marquis, P, & Sakai, C. Three- and 6-month follow-up of EMDR treatment of PTSD in anHMO setting.
 International Journal of Stress Management, 11,
195-208.
 
 3
A note on writing assignments: I expect papers to be in APA format, well written, typed, with correct grammar, punctuation, and structure. They also need to be clean and neat.
 I will not read papers
that do not meet these criteria. If  papers are not written to this standard
 I will return them to you to redo,
as well as subtracting 10 points from the grade therevised paper then earns.
Program Evaluation Take Home Test
(CMH I 2, SC C2, I2, 3, 4)
In order to demonstrate your knowledge of program evaluation, you will each complete an open note,open article take home test based upon the readings below. Both tests are constructed with less than 10open questions. Tests are due via email by June 27
th
.School Counseling & Dual Track students will complete a take home test based upon Brown & Trusty(2005) and Write (2010).Clinical Mental Health students will complete a take home test based upon Gerig (2007) and Sheperis,Young, & Daniels (2010)
Data Analysis
(CACREP 8 a, CMH J3, SC J3)
To foster the assimilation of course content, you will participate in the analysis of raw qualitative data based upon the method Consensual Qualitative Research. You work will be conducted as a team duringclass time
 Evaluation Criteria:
 Your grade for this course will be based on the following items:
 
Blackboard Discussion 9 points
 
Article Critique’s
o
 
Class Presentation 36 points
o
 
Paper 49 points (due June 27
th
via email)
 
Data AnalysisAnnotated Bibliography 10 pts (Directions and Rubric on Blackboard)Reflection Journal 5 pts (Directions and Rubric on Blackboard)Coding Participation 5 pts (“ “)
 
Take Home Test 24 points (due June 27
th
via email)Total points possible 138
 Points will be based on the criteria specified in the grading rubrics
.
Grading Scale:
90-100%124-138 pts
A
80 – 89%110‐123 pts
B
70 – 79%97‐109 pts
 C
Incompletes will be given only under extraordinary circumstances. Assignments are expected on the due date.Late assignments will be accepted only with penalty, losing points for each day late.

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