In previous weeks you have completed tasks and assignments designed to help you prepare and complete this week’s assignment. Now it’s time to assemble and synthesize those elements in an original research study proposal. This assignment will also give you practice in presenting your research in a presentation or publication.
Research Study Proposal Focus
This part of the assignment has two components – a poster presentation and a recorded presentation.
Review the following examples to better understand the requirements for the assignment.
To complete this week’s assignment, follow the instructions provided in the Research Study Proposal Instructions. Where appropriate, format each citation according to appropriate course-level APA guidelines.
The topic is SUICIDE IN YOUTH
Research Study Proposal Instructions
CCMH/525 v4
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Research Study Proposal Instructions
CCMH/525: Research Methods for Mental Health Counselors
Week 1
Research Study Proposal Part A: Research Focus
In a separate document, write a 350- to 500-word paper that introduces your proposal and includes responses to the prompts below. Be sure to answer thoroughly and in complete sentences, citing your textbook or other sources as support, where appropriate.
· Identify a topic of interest for the research proposal due in Week 8.
· Describe the topic of interest and rationale for research based on its application in the counseling profession.
· Identify your initial research question (what do you want to know?).
· Describe how your proposed topic will address or incorporate cultural awareness, cultural sensitivity, and/or diversity.
Note: Your instructor will provide you with feedback on your progress and on the feasibility of your topic and design.
Format any citations according to appropriate course-level APA guidelines.
Submit your assignment.
Week 2
Research Study Proposal Part B: Literature Review
In a separate document, create an annotated bibliography that includes 5-7 articles related to your research proposal. Be sure to:
· Create the bibliography in a separate document.
· Use correct APA citation.
· Use a variety of resources.
· Use categories/headings, if necessary.
· Refer to the following helpful resources as needed:
· Center for Writing Excellence: Annotated Bibliography
· Section 9.51 of the APA Publication Manual (7th ed.)
Include a short paragraph for each article that summarizes the article and answers the following questions:
· What are the key concepts or arguments presented in the article?
· How do you plan to use the article?
· How do the articles address cultural sensitivity and/or diversity?
Note: Use the format below to organize your annotated bibliography. Continue with this format, ensuring you have 5-7 articles listed.
Article 1: <insert APA citation>
<insert summary of article answering the questions listed above.
Article 2: <insert APA citation>
<insert summary of article answering the questions listed above.
Article 3: <insert APA citation>
<insert summary of article answering the questions listed above.
Format each citation according to appropriate course-level APA guidelines.
Submit your assignment.
Week 5
Research Study Proposal Part C: Outline
You are halfway to completing your research study proposal, so take time to reflect on your progress as well as any faculty feedback you have received before completing this week’s assignment.
In this stage of proposal development, you will revise, edit, and continue building your proposal by determining your research methods.
In a separate document, respond to the appropriate prompts (based on your chosen methodology – qualitative vs quantitative) below. Be sure to answer each question thoroughly and in complete sentences. Where appropriate, cite your textbook or other scholarly sources to support your responses. Your instructor will provide you with feedback on your proposed research methods.
A. Qualitative Methodology Prompts
1. Describe the scope of investigation for your study.
2. Describe the qualitative perspective to be used in the study.
3. Describe the methods you will use to collect from the participants.
a. Method 1: Describe how you will collect data from the participants.
b. Method 1: Describe how you will record the data.
c. Method 2: Describe how you will collect data from the participants.
d. Method 2: Describe how you will record the data.
e. Method 3: Describe how you will collect data from the participants.
f. Method 3: Describe how you will record the data.
Note: Be sure to outline three methods and full protocol for triangulation (e.g., if having interviews, then write the questions; if collecting documents be specific of what, from who, from what time frame)
4. Describe the setting in which the research will be conducted.
5. What inclusion and exclusion criteria will be involved for participant selection?
6. What sampling method will be used?
7. How will subjects be recruited?
8. Describe steps you will take to ensure dependability for trustworthiness.
9. Describe steps you will take to ensure credibility for trustworthiness.
10. Describe steps you will take to ensure confirmability for trustworthiness.
11. Identify and describe the coding methods you will use to identify key themes/results.
12. Describe transferability of the results from participants to others.
13. What ethical considerations will you incorporate?
14. What actions will you take to address diversity and inclusion?
15. Describe some foreseen limitations of the study (e.g., interval validity concerns for the research design).
16. Explain the implications of your proposed study to the field.
17. Describe future research ideas and directions for your proposal.
18. Explain your plan to disseminate the final results. Specifically, identify a journal for submission for publication and one conference to submit a proposal to present the findings.
B. Quantitative Methodology Prompts
1. What is the null hypothesis for the study?
a. Example for difference null hypothesis: There is no statistically significant difference in DV between IV1 – Group 1 and IV1 – Group 2.
b. Example for relationship null hypothesis: There is no statistically significant relationship between DV and IV.
2. Describe the quantitative research design to be used in the study.
3. Identify the independent variable(s) used.
4. Identify the level of measurement for the independent variable(s) used.
5. Describe the operational definition(s) of independent variable(s) involved.
6. Identify how the independent variable(s) will be measured. Note: If there are multiple variables, address each separately.
7. What is the reliability of the instrument to be used, if any, for the independent variable(s)? Note: If there are multiple, then address each separately.
8. What is the validity of the instrument to be used, if any, for the independent variable(s)? Note: If there are multiple, address each separately.
9. Identify the dependent variable(s) used.
10. Identify the level of measurement for the dependent variable(s) used.
11. Describe the operational definition(s) of dependent variable(s) involved.
12. Identify how the dependent variable(s) will be measured. Note: If there are multiple, address each separately.
13. What is the reliability of the instrument to be used, if any, for the dependent variable(s)? Note: If there are multiple, then address each separately.
14. What is the validity of the instrument to be used, if any, for the dependent variable(s)? Note: If there are multiple, then address each separately.
15. Describe the setting in which the research will be conducted.
16. What inclusion and exclusion criteria will be involved for participant selection?
17. What sampling method will be used?
18. How will subjects be recruited?
19. How will the data be collected from the participants?
20. Identify the descriptive statistics for the independent and dependent variables that will apply based on the level of measurement.
21. Identify the statistical analyses or analyses to be used to answer the null hypothesis.
22. Describe generalizability of the results from the sample in the study to the population.
23. What ethical considerations will you incorporate?
24. What actions will you take to address diversity and inclusion?
25. What are some foreseen limitations of the study (e.g., interval validity concerns for the research design)?
26. Explain the implications of your proposed study to the field.
27. Describe future research ideas and directions.
28. Explain your plan to disseminate the final results. Specifically, identify a journal for submission for publication and one conference to submit a proposal to present the findings.
Where appropriate, format each citation according to appropriate course-level APA guidelines.
Submit your assignment.
Week 8
Research Study Proposal Part D: Final Proposal
You have been working on different elements of your research proposal throughout the course. Now it’s time to incorporate feedback from your previous assignments and combine those elements into your final proposal.
Review the example(s) provided in your classroom to better understand the requirements for the assignment.
· Poster Presentation – Example
· Poster Presentation – Template
Complete Parts 1 and 2 below.
Part 1: Poster Presentation
Create a tri-fold poster presentation (single Microsoft® PowerPoint® slide that could be printed as a true poster for a conference – see examples above) to describe your research study proposal. Include the following:
· Statement of the problem: Introduce the reader to the problem to be studied. Provide sufficient background information so the reader has a grasp of the situation.
· Review of literature: Provide the reader with a summary of salient literature, beginning with general information and narrowing the focus to the specific issues under consideration in the study.
· Purpose of the study: Explain why the study you are proposing is needed.
· Hypotheses research questions: List these as simple statements. Make sure they are measurable.
· Definition of terms: Operationally define terms the average reader may not know or that have a specific meaning in your study.
· Assumptions: Identify issues you assume to be true for your study to be valid.
· Research methods and procedures:
· Population: Describe the population being studied. (Refer to your Week 6 Needs Assessment paper.)
· Procedure: Explain how the study will be carried out. (Refer to your Week 7 Program Evaluation paper.)
· Instruments: Describe the specific measurements you will use to test each hypothesis (Refer to your Week 7 Program Evaluation paper.)
· Data analysis: Describe the procedures you intend to use to analyze the data produced from your instruments, as well as how these would answer the hypotheses. (Refer to your Week 7 Program Evaluation paper.)
· Results: Because you are only proposing and not conducting a research study, you will not have results. In this section, describe potential outcomes of your study:
· Review your hypotheses and discuss potential outcomes. For example, if the results allow you to reject the null hypothesis, what are the implications? If the results compel you to accept the null hypothesis, what does that mean?
· Explain the implications of your proposed study to the field of counseling.
· Describe the limitations of your study.
· Describe future research ideas and directions.
· Include at least 10 scholarly references in your presentation (you may use sources from your Week 4 Annotated Bibliography).
Part 2: Recorded Presentation
Record a 5- to 7-minute video in which you explain each topic of your proposal.
Where appropriate, format each citation according to appropriate course-level APA guidelines.
Submit your assignment.
Copyright 2021 by University of Phoenix. All rights reserved.
Copyright 2021 by University of Phoenix. All rights reserved.
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Title Here Name, Credentials, and University Affiliation
Problem
Instrumentation
Address reliability, validity, and norm group of the instruments you have in mind.
Data Analysis
Descriptive Statistics
Inferential Statistics
Significance
Purpose
Relevant Literature
Design and Rationale
Threats to Internal Validity
Definitions of Variables
Address which is IV and DV, remember the definitions with citations, remember level of measurement.
Research Questions
Research Question:
Null Hypothesis:
Alterative Hypothesis:
Alterative Directional Hypothesis:
Ethical & Diversity Considerations
Data Collection
Sampling, Sample Size & Recruitment
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Predicting Perceived Master’s Student Spiritual and Religious Competence Based on Perceived Supervisor Spiritual and Religious Integration Practices and Institutional Attendance Andrew Secor, M.A.,LCPC, LCMFT, LCAC, NCC, RPT and Michelle Perepiczka, Ph.D., LMHC, CSC, RPTS, NCC
Abstract
This study will investigate predictive factors that are designed to show any influence between students’ perceptions of the faculty supervisor’s spiritual and religious integration practices and their perceived spiritual and religious competence along with institutional attendance at a faith-based or non-faith-based program. Each participant will be given a Demographic Questionnaire, the Spirituality in Supervision Scale (SISS), and the Spiritual and Religious Competence Assessment (SARCA). All of the factors will be examined using multiple regression analysis to determine if there is any significant correlation. I will analyze data using a correlational analysis of data from the SISS (McInnes Miller, 2003) and the SARCA (Fluellen, 2007) and multiple regression analysis with the criterion variable as perceived competence and predictor variables of perceived integration practices and institutional religious affiliation.
Instrumentation
Demographic Questionnaire
Type of academic institution, gender, program track, personal religious affiliation, institutional religious affiliation, state of residence, sexual orientation.
SISS – Supervisor Integration
.79-.89 Reliability (subscales)
Cronbach’s alpha – .94
4 Minutes completion time
SARCA
.87-.94 Reliability (subscales)
Cronbach’s alpha – .91
5 minutes completion time
Data Analysis
Data to be cleaned
The SISS and SARCA will be scored accordingly
Model assumptions: variables, normality, no multicollinearity
The sample will be described.
A linear multiple regression analysis will be performed to determine the predictive quality between the criterion variable and the predictive variables.
Measures of central tendency will be used to describe the variables.
R2 will be calculated to investigate the variance accounted for in the model, which is practical significance.
Correlations between variables with be analyzed.
Research Questions
Research Question:
What is the extent the perceived spiritual competency of master’s level graduate counseling students in CACREP accredited programs who are working with clients in field experience as measured by the SARCA is predicted by students’ perception of their faculty supervisors integrating spirituality into clinical supervision as measured by the SISS and attendance in a program housed within a faith-based or non-faith-based institution?
Null hypothesis:
Perceived spiritual competency of master’s level graduate counseling students in CACREP accredited programs who are working with clients in field experience is not statistically significantly predicted by students’ perception of their faculty supervisors integrating spirituality into clinical supervision and attendance in a program housed within a faith-based or non-faith-based institution as measured by the SISS, the SARCA,, and the demographic questionnaire.
Alterative hypothesis:
Perceived spiritual competency of master’s level graduate counseling students in CACREP accredited programs who are working with clients in field experience is statistically significantly predicted by students’ perception of their faculty supervisors integrating spirituality into clinical supervision and attendance in a program housed within a faith-based or non-faith-based as measured by the SISS, the SARCA, and the demographic questionnaire.
Purpose
The purpose of this quantitative, cross-sectional survey study is to describe if masters’ level graduate counseling students’ perception of their faculty supervisor’s spiritual and religious integration practices in clinical supervision predicts students’ perceived spiritual competence. In addition, I will examine if the type of institution (faith-based or non-faith-based) predicts spiritual and religious competence among participants.
Problem
Professional counselors report a lack of training in the management of spiritual and religious issues in counseling (Vieten et al., 2013) even as many clients report that they desire their spiritual or religious beliefs be part of their counseling in some manner (Morrison, Clutter, Pritchett, & Demmitt, 2009; Shafrankse, 2014). Although existing researchers provided important findings regarding the incorporation of spirituality and religion in counseling, there is a lack of research that evaluates the perceived impact of religious and spiritual integration practices of clinical supervisors and the perceived spiritual and religious competence of counseling students. Such information benefits the field of counseling and counselor education because it helps supervisors train culturally relevant clinicians (Ross, Suprina, & Brack, 2013) and provides a method of increasing treatment efficacy in practice (Kim, Huh, & Chae, 2015).
Relevant Literature
Spiritual and religious competence is a skill endorsed by the ACA as stated by ASERVIC (ASERVIC, n.d.; Cashwell & Watts, 2010). While the ACA recognized the value of integration of these principles into training, as does CACREP, professionals and students continue to report inadequate training in this area of counselor training (CACREP, 2016; Gilliam & Armstrong, 2012; Vieten et al., 2013). The existing research base for this area includes assessment development, supervisor perspectives, and student perspectives about the importance of discussion about spiritualty and religion but does not examine students’ experiences of integration during faculty supervision while in training and if this training enhances competence (Fluellen, 2007; Hull, Suarez, Sells, & Miller, 2013; McInnes Miller, 2003). Given the history of separation between spirituality and religion in the counseling profession, this study offers the opportunity to explore this gap in the counseling supervision literature.
Social Change Implications
Information from this study could encourage social change by creating an awareness of the importance of spiritual and religious integration in training, which could increase exposure to these topics among counseling students. Findings from the present study could result in an increase in supervisors and supervisees discussing and implementing spiritual and religious integration practices with the aim of increasing the competence of their students. The results from this study could inform accreditation standards/competency practices.
Limitations
Convenience Sampling – Generalizability
Survey study
Nonresponse bias
Does not distinguish between practicum/internship students.
Sample and Recruitment
Convenience sample of master’s level counseling students in field experience at a CACREP program.
The sample size will consist of 90 participants. This number is based on the computer program G* power 3.1.9.2.
The alpha size is 0.05.
The power 0.95 and effect size of 0.20.
Three variables or predictors entered which provided an appropriate sample size of N=90.
Design and Rational
The proposed research will be a quantitative research study. A multiple linear regression will answer the research questions because this type of regression determines whether a predictive quality exist among two or more predictor variables and one criterion variable.
The selected research design for this study is a non-experimental design. This design allows the researcher to utilize a statistical measure to establish the predictive quality between the Criterion variable (perceived competence) and the Predictive variables (perceived supervisor spiritual/religious integration and institutional attendance).
Threats to Validity
Single Data Collection Point
Participant dropout
No comparison Group
Ethical Considerations
Anxiety evaluating faculty supervisors
Participants are students
Anonymity of responses via survey participation
Data Collection
Data collection via Surveymonkey
Email the program contacts
Program contact or faculty send the survey link to prospective participants.
Length of time to complete the survey is approximately 10 minutes
Informed consent, demographic questionnaire, two assessments: SISS and SARCA