This document summarizes a review of studies examining the effectiveness of Energy Psychology techniques like Emotional Freedom Techniques (EFT) and Thought Field Therapy (TFT) for reducing anxiety. The review included 14 studies with a total of 1358 participants. The studies examined EFT/TFT for reducing test anxiety, public speaking anxiety, dental anxiety, and general psychological distress. The review found that EFT/TFT significantly reduced symptoms of anxiety in the areas studied with moderate effect sizes. However, it noted limitations like varied methodological quality and the need for more research comparing active tapping to no-tapping controls. Overall, EFT/TFT appear to effectively reduce anxiety, but more high-quality research is still needed
This document provides an overview of the research process. It discusses identifying a research problem and formulating a research question. It also covers developing hypotheses, designing a methodology, collecting and analyzing data, and interpreting results. The document notes that research involves a structured, systematic inquiry using accepted scientific methods. It aims to solve problems and create new, generally applicable knowledge. Key aspects of the research process discussed include deductive and inductive reasoning, quantitative and qualitative approaches, and different types of research such as fundamental, applied, and action-based research.
Jane Goodall observed chimpanzees in Tanzania for over 30 years using naturalistic observation. Researchers must decide on a specific question and methodology before beginning research. Samples are small groups of participants studied out of the total population. Common research methods include naturalistic observation, case studies, surveys, longitudinal studies, cross-sectional studies, experiments, and correlations. Ethical issues around animal research have become prominent.
Research methods in industrial and organizational psychologySeta Wicaksana
This document discusses research methods in industrial and organizational psychology. It outlines the research process as involving 5 steps: statement of the problem, research design, measurement of variables, data analysis, and conclusions. Key aspects of research design discussed include internal/external validity, naturalness of setting, and degree of control. Primary research methods covered are experiments, quasi-experiments, surveys, observation, and qualitative methods. The document also discusses measurement, statistical analysis including descriptive statistics, correlation and regression, and important considerations for data analysis and conclusions.
The scientific method involves four steps: identifying questions, formulating explanations, conducting research to support or refute explanations, and communicating findings. Psychological research methods include archival research, naturalistic observation, surveys, correlational research, case studies, and experimental research with experimental and control groups, independent and dependent variables, and random assignment.
Summary of the books "The Perspeceives of Psychiatry" and "Systematic Psychiatric Evaluation: A Step-by-Step Guide to Applying The Perspectives of Psychiatry"
The document discusses the process of clinical assessment and diagnosis. It covers the basic elements of assessment including taking a social history, ensuring cultural sensitivity, and issues of reliability and validity. Assessment methods include physical exams, interviews, observation of behavior, psychological testing, and integrating all sources of data to form a diagnosis. Physical exams can include neurological exams and neuropsychological testing. Psychosocial assessment uses interviews and behavior observation. Common psychological tests mentioned are intelligence tests, projective tests like Rorschach and TAT, and objective personality tests like the MMPI.
This document provides an overview of the research process. It discusses identifying a research problem and formulating a research question. It also covers developing hypotheses, designing a methodology, collecting and analyzing data, and interpreting results. The document notes that research involves a structured, systematic inquiry using accepted scientific methods. It aims to solve problems and create new, generally applicable knowledge. Key aspects of the research process discussed include deductive and inductive reasoning, quantitative and qualitative approaches, and different types of research such as fundamental, applied, and action-based research.
Jane Goodall observed chimpanzees in Tanzania for over 30 years using naturalistic observation. Researchers must decide on a specific question and methodology before beginning research. Samples are small groups of participants studied out of the total population. Common research methods include naturalistic observation, case studies, surveys, longitudinal studies, cross-sectional studies, experiments, and correlations. Ethical issues around animal research have become prominent.
Research methods in industrial and organizational psychologySeta Wicaksana
This document discusses research methods in industrial and organizational psychology. It outlines the research process as involving 5 steps: statement of the problem, research design, measurement of variables, data analysis, and conclusions. Key aspects of research design discussed include internal/external validity, naturalness of setting, and degree of control. Primary research methods covered are experiments, quasi-experiments, surveys, observation, and qualitative methods. The document also discusses measurement, statistical analysis including descriptive statistics, correlation and regression, and important considerations for data analysis and conclusions.
The scientific method involves four steps: identifying questions, formulating explanations, conducting research to support or refute explanations, and communicating findings. Psychological research methods include archival research, naturalistic observation, surveys, correlational research, case studies, and experimental research with experimental and control groups, independent and dependent variables, and random assignment.
Summary of the books "The Perspeceives of Psychiatry" and "Systematic Psychiatric Evaluation: A Step-by-Step Guide to Applying The Perspectives of Psychiatry"
The document discusses the process of clinical assessment and diagnosis. It covers the basic elements of assessment including taking a social history, ensuring cultural sensitivity, and issues of reliability and validity. Assessment methods include physical exams, interviews, observation of behavior, psychological testing, and integrating all sources of data to form a diagnosis. Physical exams can include neurological exams and neuropsychological testing. Psychosocial assessment uses interviews and behavior observation. Common psychological tests mentioned are intelligence tests, projective tests like Rorschach and TAT, and objective personality tests like the MMPI.
This document provides an overview of evidence-based practice (EBP) and database basics. It discusses the EBP process and different types of studies used for EBP including practice guidelines, review articles, and research articles. The document then covers key aspects of the search process such as formulating questions, choosing search terms, using subject headings versus keywords, Boolean operators, and selecting appropriate databases. Examples are provided to illustrate searching PubMed and other resources.
This document provides instructions for a psychology exam. It outlines the format of the exam, including three sections: psychopathology, psychology in action, and psychological research methods. Section A requires answering one question about psychopathology by outlining and evaluating therapies. Section B requires answering one question about psychology in action, referring to theories and issues. Section C requires answering a single question about research methods and design. The exam is 2 hours long and candidates must write their answers in a 16-page book, using black ink.
This document provides information about the Bhatia Battery of Performance Test of Intelligence, which is one of the practicals to be conducted by MA Psychology students. It discusses the origins and early developments of intelligence testing, defining intelligence and noting it is a difficult concept to measure. It describes Binet and Simon's early intelligence tests from 1905 and the subsequent revisions by Terman. Students will conduct the Bhatia Battery practical, which involves administering the test, scoring it, and interpreting the results.
Introductory Psychology: Research DesignBrian Piper
lecture 3 from a college level introduction to psychology course taught Fall 2011 by Brian J. Piper, Ph.D. (psy391@gmail.com) at Willamette University, includes correlation and experiments
TSL3133 Topic 10 Data Collection ConsiderationsYee Bee Choo
This document discusses key considerations for data collection in action research projects, including sampling, personal bias, validity, reliability, triangulation, member checking, and ethics. It defines these terms and provides examples and guidelines for how to address each consideration to ensure high-quality data collection and analysis. Specifically, it emphasizes the importance of minimizing bias, establishing validity and reliability, using multiple data sources and analysis methods (triangulation), having participants review findings (member checking), and protecting participants' identities and well-being (ethics).
This document provides an overview of research methodology. It discusses key concepts such as the meaning of research, objectives of research, types of research including descriptive vs analytical and quantitative vs qualitative, and significance of research. The main types of research covered are descriptive research which aims to describe the current state, analytical research which evaluates facts to make a critical assessment, applied research which aims to solve practical problems, and fundamental research which adds to the body of scientific knowledge. Quantitative research is based on measurement while qualitative research investigates underlying reasons for behaviors.
This document provides an overview of research methodology and defining a research problem. It discusses problem identification and formulation, defining a research problem, selecting a research problem, evaluating a research problem, and techniques for defining a problem. Key points include outlining the components of a research problem, criteria for selecting problems, and steps for defining a problem such as understanding its nature, surveying literature, developing ideas through discussion, and rephrasing the problem. An example of refining a research problem statement is also provided.
Educational Research 102: Selecting the Best Study Design for your Research Q...fnuthalapaty
This document discusses selecting the appropriate study design for an educational research question. It begins by describing different types of research including empirical vs non-empirical and basic vs applied research. It then covers quantitative research designs like experimental, quasi-experimental, causal-comparative and correlational studies. Key aspects of these designs like control groups, randomization, pre-post testing are explained. Threats to internal and external validity and steps in the research process are also summarized. The document aims to help researchers understand how to match their research question to the best fitting study design.
Research in general refers to….
A search for knowledge.
A scientific and systematic search for relevant information on a specific topic.
Research is an art of scientific investigation.
Research is a careful investigation or inquiry especially through search for new facts in any branch of knowledge.
This document provides an overview of research methodology in public health and life sciences. It discusses key concepts like the meaning of research and health systems research. It outlines the importance of research, roles of health research, and desirable qualities of researchers. It also covers research phases, types of research like descriptive vs analytical and qualitative vs quantitative. It discusses classifying health research and finding research problems. The document aims to introduce important foundations for conducting research in public health.
This document discusses how to analyze cases effectively by drawing an analogy to psychoanalysis. It notes that case analyses, like psychoanalysis, can potentially continue endlessly if criteria for ending are not established. It argues that case analyses should aim for "pragmatic closure" by addressing the core issues without getting lost in endless details. The document also warns against students merely mimicking the instructor and argues the importance of harnessing transferential dynamics to help students gain self-insights rather than just adopting the instructor as a role model.
Psychology uses the scientific method to systematically study behavior and mental processes. The scientific method involves making observations, forming testable hypotheses, collecting data to test hypotheses, and reporting findings. There are four main goals of psychology: describe, explain, predict, and change behaviors. Researchers use a variety of methods including observational, correlational, and experimental studies. Experiments are powerful because they use random assignment to establish cause-and-effect relationships between variables. Strict research protocols are followed to ensure studies are valid, reliable, and ethical.
This document provides an introduction to theories and models in education. It defines what a theory is as a well-documented explanation that is supported by research and widely accepted. Theories are used to explain phenomena, while models serve as metaphors to represent theories. Theories and models are important foundations for instructional activities and educational research. Understanding theories is important because educators' own theories influence their practices in the classroom.
This document provides an introduction to educational research. It defines research as a systematic process involving steps such as data collection, analysis, and interpretation. Research can be scientific inquiry that develops knowledge through examining empirical relationships between phenomena. There are two major approaches to educational research: quantitative and qualitative. Quantitative research uses numbers and statistics to objectively test theories and relationships, while qualitative research explores phenomena through open-ended questions, observations, and interviews to understand multiple realities. The document outlines different research designs within these approaches such as experimental, non-experimental, case study, and grounded theory designs.
Experimental psychology project final prePakeeza Arif
The document summarizes an experiment that investigated the effect of exercise on cognition. 16 university students were divided into an experimental group that exercised for 5 minutes before cognitive tasks, and a control group that did not exercise. The experimental group performed cognitive tasks like puzzles, math problems, and coin sorting faster than the control group, supporting the hypothesis that exercise enhances cognitive performance.
The document outlines the key steps and concepts in research methodology. It discusses the meaning of research, objectives of research, different types of research approaches including quantitative and qualitative, the difference between basic and applied research, and the scientific method. The scientific method is described as having 7 steps: formulating a question, researching the question, forming a hypothesis, conducting an experiment, analyzing data, drawing conclusions, and communicating results.
The document discusses theories and the components that make up a theory. It explains that a theory is comprised of concepts, thinking construction, connections/associations, and hypotheses. It then goes on to define each of these components in more detail. Specifically, it defines concepts as the building blocks of theories and examples. Thinking construction represents relationships between concepts. Hypotheses are testable statements about relationships between concepts. Finally, a theory is defined as a system that uses these components to explain phenomena.
This document discusses various research approaches and designs. It begins by defining research design as a blueprint for conducting a research study that involves elements like the research approach, sampling techniques, data collection methods and analysis.
The main types of research designs discussed are quantitative, qualitative, and mixed methods. Within quantitative designs, the document explores experimental, quasi-experimental, pre-experimental, and non-experimental designs. It provides examples of different experimental designs like true experimental, quasi-experimental, and pre-experimental. Non-experimental designs discussed include descriptive, correlational, and survey research.
The document also covers qualitative designs like phenomenology and ethnography. It summarizes the key features and advantages and disadvantages of the different research approaches
1. the effectiveness of emotional freedom techniques (eft) as a treatment for...Gillcrc
This systematic review examines the effectiveness of Emotional Freedom Techniques (EFT) as a treatment for Post-Traumatic Stress Disorder (PTSD). The review included 9 studies with a total of 226 participants. All studies found that EFT significantly reduced psychological distress and PTSD symptoms both immediately post-treatment and at follow-ups. However, the methodological quality of the studies was generally low, with a lack of control groups and short follow-up periods. Preliminary findings suggest EFT may be an effective PTSD treatment, but higher quality research is still needed.
This study examined the effectiveness of brief emotion-focused therapy (EFT) for students presenting with worry and anxiety issues. Nine students received up to 12 sessions of EFT. Quantitative measures found significant reductions in generalized anxiety and worry symptoms. Qualitatively, clients reported increased resilience, self-acceptance, and decreased anxiety. Helpful aspects included the therapeutic relationship and experiential work. While more research is needed, brief EFT showed promise in reducing anxiety symptoms for students.
To Chart a Course: How to Improve Our Adventure Therapy Practice Will Dobud
Presented at the 8th International International Adventure Therapy Conference in Sydney 2018.
In the most comprehensive adventure therapy study published to date, Bowen and Neill (2013) argued that “a small percentage of adventure therapy programs undergo empirical program evaluation” (p. 41), that being less than 1%. With about three decades of research supporting the efficacy of adventure therapy, though we still have questions about dose-effect and for who adventure therapy is most effective (Gass, Gillis, & Russell, 2012; Gillis & Speelman, 2008; Norton et al., 2014) and adventure therapy performing on par with other therapeutic modalities (Dobud & Harper, 2018), there is little question that adventure therapy stands as a bonafide option as a therapeutic treatment. That is the good news.
With the publication of the first meta-analysis of psychotherapy outcomes, Smith and Glass (1977) found that participants engaging in some type of therapy were bever off than 70-80% of those that received no therapy at all. These encouraging effect sizes were on par with or outperformed many common medical treatments, such as taking an ibuprofen for a headache (Miller, Hubble, Chow, & Seidel, 2013). The psychotherapy clinical trials were conducted with research participants randomly receiving either some type of therapeutic interventions or no treatment at all (Smith & Glass, 1977). The researchers further acknowledged that when participants were randomly selected to receive one of
two different therapies, such as Cogni`ve-Behavioural or Psychodynamic Therapy, no difference in outcomes could be
found despite the theoretical differences of the two. Despite the limited publications and dissertations where adventure therapy was compared to a therapeutic intervention containing no adventurous components, we have a similar issue that adventure therapy tends to perform on par, no greater and no worse, than its counterparts (Dobud & Harper, 2018; Harper, 2010). The specific differences that suggest certain therapies are unique hold little to no variance in outcomes (Ahn & Wampold, 2001). Since Smith and Glass' (1977) pinnacle study, outcomes across psychotherapy have flatlined. Despite a ballooning of new diagnostic criteria and mushrooming of empirically supported treatments, there has been no improvement in outcomes (Asay & Lambert, 1999; Miller et al., 2013; Wampold, 2001). This presentation will attempt to untangle some of the factors put forward by researchers over the last two decades to illustrate those factors most likely to lead to improved therapeutic outcomes, such as establishing goal consensus with clients, improving the therapeutic relationship, and monitoring outcomes (Lambert, 2010; Wampold, 2001). Though this workshop will present some of these important findings, the presentation will stage my experiential journey in reaching out to coaches, researchers, and supervisors in trying to improve my outcomes as a therapist, one client at a time.
This document provides an overview of evidence-based practice (EBP) and database basics. It discusses the EBP process and different types of studies used for EBP including practice guidelines, review articles, and research articles. The document then covers key aspects of the search process such as formulating questions, choosing search terms, using subject headings versus keywords, Boolean operators, and selecting appropriate databases. Examples are provided to illustrate searching PubMed and other resources.
This document provides instructions for a psychology exam. It outlines the format of the exam, including three sections: psychopathology, psychology in action, and psychological research methods. Section A requires answering one question about psychopathology by outlining and evaluating therapies. Section B requires answering one question about psychology in action, referring to theories and issues. Section C requires answering a single question about research methods and design. The exam is 2 hours long and candidates must write their answers in a 16-page book, using black ink.
This document provides information about the Bhatia Battery of Performance Test of Intelligence, which is one of the practicals to be conducted by MA Psychology students. It discusses the origins and early developments of intelligence testing, defining intelligence and noting it is a difficult concept to measure. It describes Binet and Simon's early intelligence tests from 1905 and the subsequent revisions by Terman. Students will conduct the Bhatia Battery practical, which involves administering the test, scoring it, and interpreting the results.
Introductory Psychology: Research DesignBrian Piper
lecture 3 from a college level introduction to psychology course taught Fall 2011 by Brian J. Piper, Ph.D. (psy391@gmail.com) at Willamette University, includes correlation and experiments
TSL3133 Topic 10 Data Collection ConsiderationsYee Bee Choo
This document discusses key considerations for data collection in action research projects, including sampling, personal bias, validity, reliability, triangulation, member checking, and ethics. It defines these terms and provides examples and guidelines for how to address each consideration to ensure high-quality data collection and analysis. Specifically, it emphasizes the importance of minimizing bias, establishing validity and reliability, using multiple data sources and analysis methods (triangulation), having participants review findings (member checking), and protecting participants' identities and well-being (ethics).
This document provides an overview of research methodology. It discusses key concepts such as the meaning of research, objectives of research, types of research including descriptive vs analytical and quantitative vs qualitative, and significance of research. The main types of research covered are descriptive research which aims to describe the current state, analytical research which evaluates facts to make a critical assessment, applied research which aims to solve practical problems, and fundamental research which adds to the body of scientific knowledge. Quantitative research is based on measurement while qualitative research investigates underlying reasons for behaviors.
This document provides an overview of research methodology and defining a research problem. It discusses problem identification and formulation, defining a research problem, selecting a research problem, evaluating a research problem, and techniques for defining a problem. Key points include outlining the components of a research problem, criteria for selecting problems, and steps for defining a problem such as understanding its nature, surveying literature, developing ideas through discussion, and rephrasing the problem. An example of refining a research problem statement is also provided.
Educational Research 102: Selecting the Best Study Design for your Research Q...fnuthalapaty
This document discusses selecting the appropriate study design for an educational research question. It begins by describing different types of research including empirical vs non-empirical and basic vs applied research. It then covers quantitative research designs like experimental, quasi-experimental, causal-comparative and correlational studies. Key aspects of these designs like control groups, randomization, pre-post testing are explained. Threats to internal and external validity and steps in the research process are also summarized. The document aims to help researchers understand how to match their research question to the best fitting study design.
Research in general refers to….
A search for knowledge.
A scientific and systematic search for relevant information on a specific topic.
Research is an art of scientific investigation.
Research is a careful investigation or inquiry especially through search for new facts in any branch of knowledge.
This document provides an overview of research methodology in public health and life sciences. It discusses key concepts like the meaning of research and health systems research. It outlines the importance of research, roles of health research, and desirable qualities of researchers. It also covers research phases, types of research like descriptive vs analytical and qualitative vs quantitative. It discusses classifying health research and finding research problems. The document aims to introduce important foundations for conducting research in public health.
This document discusses how to analyze cases effectively by drawing an analogy to psychoanalysis. It notes that case analyses, like psychoanalysis, can potentially continue endlessly if criteria for ending are not established. It argues that case analyses should aim for "pragmatic closure" by addressing the core issues without getting lost in endless details. The document also warns against students merely mimicking the instructor and argues the importance of harnessing transferential dynamics to help students gain self-insights rather than just adopting the instructor as a role model.
Psychology uses the scientific method to systematically study behavior and mental processes. The scientific method involves making observations, forming testable hypotheses, collecting data to test hypotheses, and reporting findings. There are four main goals of psychology: describe, explain, predict, and change behaviors. Researchers use a variety of methods including observational, correlational, and experimental studies. Experiments are powerful because they use random assignment to establish cause-and-effect relationships between variables. Strict research protocols are followed to ensure studies are valid, reliable, and ethical.
This document provides an introduction to theories and models in education. It defines what a theory is as a well-documented explanation that is supported by research and widely accepted. Theories are used to explain phenomena, while models serve as metaphors to represent theories. Theories and models are important foundations for instructional activities and educational research. Understanding theories is important because educators' own theories influence their practices in the classroom.
This document provides an introduction to educational research. It defines research as a systematic process involving steps such as data collection, analysis, and interpretation. Research can be scientific inquiry that develops knowledge through examining empirical relationships between phenomena. There are two major approaches to educational research: quantitative and qualitative. Quantitative research uses numbers and statistics to objectively test theories and relationships, while qualitative research explores phenomena through open-ended questions, observations, and interviews to understand multiple realities. The document outlines different research designs within these approaches such as experimental, non-experimental, case study, and grounded theory designs.
Experimental psychology project final prePakeeza Arif
The document summarizes an experiment that investigated the effect of exercise on cognition. 16 university students were divided into an experimental group that exercised for 5 minutes before cognitive tasks, and a control group that did not exercise. The experimental group performed cognitive tasks like puzzles, math problems, and coin sorting faster than the control group, supporting the hypothesis that exercise enhances cognitive performance.
The document outlines the key steps and concepts in research methodology. It discusses the meaning of research, objectives of research, different types of research approaches including quantitative and qualitative, the difference between basic and applied research, and the scientific method. The scientific method is described as having 7 steps: formulating a question, researching the question, forming a hypothesis, conducting an experiment, analyzing data, drawing conclusions, and communicating results.
The document discusses theories and the components that make up a theory. It explains that a theory is comprised of concepts, thinking construction, connections/associations, and hypotheses. It then goes on to define each of these components in more detail. Specifically, it defines concepts as the building blocks of theories and examples. Thinking construction represents relationships between concepts. Hypotheses are testable statements about relationships between concepts. Finally, a theory is defined as a system that uses these components to explain phenomena.
This document discusses various research approaches and designs. It begins by defining research design as a blueprint for conducting a research study that involves elements like the research approach, sampling techniques, data collection methods and analysis.
The main types of research designs discussed are quantitative, qualitative, and mixed methods. Within quantitative designs, the document explores experimental, quasi-experimental, pre-experimental, and non-experimental designs. It provides examples of different experimental designs like true experimental, quasi-experimental, and pre-experimental. Non-experimental designs discussed include descriptive, correlational, and survey research.
The document also covers qualitative designs like phenomenology and ethnography. It summarizes the key features and advantages and disadvantages of the different research approaches
1. the effectiveness of emotional freedom techniques (eft) as a treatment for...Gillcrc
This systematic review examines the effectiveness of Emotional Freedom Techniques (EFT) as a treatment for Post-Traumatic Stress Disorder (PTSD). The review included 9 studies with a total of 226 participants. All studies found that EFT significantly reduced psychological distress and PTSD symptoms both immediately post-treatment and at follow-ups. However, the methodological quality of the studies was generally low, with a lack of control groups and short follow-up periods. Preliminary findings suggest EFT may be an effective PTSD treatment, but higher quality research is still needed.
This study examined the effectiveness of brief emotion-focused therapy (EFT) for students presenting with worry and anxiety issues. Nine students received up to 12 sessions of EFT. Quantitative measures found significant reductions in generalized anxiety and worry symptoms. Qualitatively, clients reported increased resilience, self-acceptance, and decreased anxiety. Helpful aspects included the therapeutic relationship and experiential work. While more research is needed, brief EFT showed promise in reducing anxiety symptoms for students.
To Chart a Course: How to Improve Our Adventure Therapy Practice Will Dobud
Presented at the 8th International International Adventure Therapy Conference in Sydney 2018.
In the most comprehensive adventure therapy study published to date, Bowen and Neill (2013) argued that “a small percentage of adventure therapy programs undergo empirical program evaluation” (p. 41), that being less than 1%. With about three decades of research supporting the efficacy of adventure therapy, though we still have questions about dose-effect and for who adventure therapy is most effective (Gass, Gillis, & Russell, 2012; Gillis & Speelman, 2008; Norton et al., 2014) and adventure therapy performing on par with other therapeutic modalities (Dobud & Harper, 2018), there is little question that adventure therapy stands as a bonafide option as a therapeutic treatment. That is the good news.
With the publication of the first meta-analysis of psychotherapy outcomes, Smith and Glass (1977) found that participants engaging in some type of therapy were bever off than 70-80% of those that received no therapy at all. These encouraging effect sizes were on par with or outperformed many common medical treatments, such as taking an ibuprofen for a headache (Miller, Hubble, Chow, & Seidel, 2013). The psychotherapy clinical trials were conducted with research participants randomly receiving either some type of therapeutic interventions or no treatment at all (Smith & Glass, 1977). The researchers further acknowledged that when participants were randomly selected to receive one of
two different therapies, such as Cogni`ve-Behavioural or Psychodynamic Therapy, no difference in outcomes could be
found despite the theoretical differences of the two. Despite the limited publications and dissertations where adventure therapy was compared to a therapeutic intervention containing no adventurous components, we have a similar issue that adventure therapy tends to perform on par, no greater and no worse, than its counterparts (Dobud & Harper, 2018; Harper, 2010). The specific differences that suggest certain therapies are unique hold little to no variance in outcomes (Ahn & Wampold, 2001). Since Smith and Glass' (1977) pinnacle study, outcomes across psychotherapy have flatlined. Despite a ballooning of new diagnostic criteria and mushrooming of empirically supported treatments, there has been no improvement in outcomes (Asay & Lambert, 1999; Miller et al., 2013; Wampold, 2001). This presentation will attempt to untangle some of the factors put forward by researchers over the last two decades to illustrate those factors most likely to lead to improved therapeutic outcomes, such as establishing goal consensus with clients, improving the therapeutic relationship, and monitoring outcomes (Lambert, 2010; Wampold, 2001). Though this workshop will present some of these important findings, the presentation will stage my experiential journey in reaching out to coaches, researchers, and supervisors in trying to improve my outcomes as a therapist, one client at a time.
This document discusses patient-reported outcome measures (PROM) which are questionnaires that assess patient symptoms, functional ability, satisfaction, and quality of life. PROM are included in many Swedish quality registries and can identify problems, facilitate communication and decision making, monitor treatment responses, and help choose between treatments. While PROM intuitively should improve healthcare, more evidence is still needed. Feedback from PROM can improve patient-provider relationships and focus care on patient health, though impact on direct health outcomes requires more research. Analyzing PROM data requires considering variation and clinically meaningful versus statistically significant changes.
- Psychotherapy has been shown to be effective based on meta-analyses, with effect sizes ranging from 0.75 to 0.85. Approximately three-quarters of patients benefit from therapy and 40-60% return to normal functioning.
- The benefits of psychotherapy have been found to last over time, though there is some decay, and to be equal or greater than medication for most disorders except schizophrenia and bipolar disorder.
- While not all patients respond equally well, psychotherapy works through common factors like the therapeutic relationship rather than specific techniques. Taking a biopsychosocial approach can help address client factors influencing outcomes.
Conducting Research in Clinical PsychologyMingMing Davis
Clinical psychologists conduct research for several reasons, including to evaluate treatment outcomes and effectiveness, assess new diagnostic methods and issues, and study professional and training topics. Research methods include experiments, quasi-experiments, between-group designs, within-group designs, mixed designs, analogue designs, correlational designs, case studies, meta-analyses, cross-sectional designs, and longitudinal designs. Ethical standards require informed consent, avoiding coercion, minimizing harm, and honest reporting of results.
Research Questions, Objectives, and HypothesisAshok Pandey
With the objective of
To train the health professionals on health system research proposal development,
To acquaint the participants with health research process, and
To train basic managerial skills required to manage proposed health research.
Research Questions, Objectives, and Hypothesis is important.
This document discusses research methods in education. It begins by explaining why research is valuable for obtaining reliable information compared to other ways of knowing like sensory experience or expert opinion. It then describes the scientific method, emphasizing testing hypotheses, public transparency, and replication. The document outlines different types of research including experimental, correlational, causal-comparative, survey, ethnographic, historical, and action research. It also contrasts quantitative and qualitative approaches. Finally, it provides an overview of the research process including sections on the introduction, literature review, methods, and data analysis.
This document provides a critical review of psychotherapy efficacy research. It discusses various types of psychotherapy and important terms in research methodology. While efficacy research aims to establish causal relationships through controlled trials, its results often lack external validity and generalizability. Comparative studies generally find no significant differences between major psychotherapy approaches. The document concludes that common factors like the therapeutic alliance, rather than specific techniques, are crucial for effective therapy. More research is still needed to determine the most effective treatments for specific disorders.
Reviewing Cognitive Treatment for Eating Disorders: From Standard CBT Efficac...State of Mind
Reviewing Cognitive Treatment for Eating Disorders: From Standard CBT Efficacy to Worry, Rumination and Control Focused Interventions - EACBT 2015 Jerusalem
This study examined whether psychotherapists' outcomes improve over time and with increased experience. The researchers analyzed data from over 6,500 patients seen by 170 psychotherapists over an average of 4.73 years. Using multilevel modeling, they found that while therapists' outcomes were generally comparable to clinical trials, there was a very small but statistically significant tendency for patient outcomes to diminish as therapists gained more experience in terms of both time and number of patients seen. However, therapists showed lower rates of early termination as their experience increased. The results suggest that while experience may not necessarily lead to better patient outcomes, it can reduce dropout rates.
This document outlines a lecture on systematic reviews and meta-analyses. It discusses the rationale for systematic reviews in healthcare, the steps to conduct one, and how meta-analyses aggregate and statistically analyze results. Advantages include providing the best evidence and reducing bias compared to traditional reviews. Disadvantages include more effort required and insufficient high-quality studies. Heterogeneity between studies must be assessed and addressed. Publication bias can skew results if smaller negative studies are not published.
Outcomes from 45 Years of Clinical Practice (Paul Clement)Scott Miller
Paul Clement is one of my heroes. He's been tracking the outcome of his clinical services for decades. I was stunned when, in 1994, he published results from his private work over a two decades long period. Now, we have the data from 45 years. Read it!
Assessment in forensic psychology involves gathering data from multiple sources to develop a deep understanding of the person. It can involve categorization, formulation, and informing treatment. Various conceptual approaches are used, including qualitative and quantitative measurement. Prediction is a major function of assessment. Diagnosis involves identifying signs and symptoms, while formulation analyzes specific cases. Data is gathered through interviews and tests, considering factors like reliability and validity. Psychological theories help guide the assessment process, and an iterative approach integrates information over time.
American journal of psychotherapy 2013 vol 67 pp 23 -46 (2) by paul clementScott Miller
This summarizes a study that analyzed outcome data from 1,599 psychotherapy patients seen by a private practitioner over 45 years. It found that 65.15% of patients were rated as improved or much improved after treatment, with a mean pre-/post-treatment effect size of 1.90. Patients and their parents rated outcomes more positively than the therapist. There was a positive relationship between length of treatment and better outcomes.
This document summarizes a workshop on developments in psychotherapy and counseling over the last 10 years. The workshop aims to have participants reflect on important ideas they have learned and how these ideas can be applied in their work. The speakers will discuss key publications, concepts, and implications including ideas around what makes some psychotherapists more effective than others ("supershrinks"), cultural competence, evidence-based relationships and treatments, and issues around continuing education and evaluating psychological research findings. Participants will share their own influential publications, workshops, and ideas from the last decade and identify common themes.
MGH---Optimizing Quality of Life in the Treatment of Depression.pptxusmasun
This document summarizes a presentation on optimizing quality of life in the treatment of depression. It begins with learning objectives focused on defining quality of life, describing how depression impacts quality of life, and strategies to engage patients regarding quality of life. It then provides background on depression and challenges in treatment. Sections define quality of life, discuss how it differs from functioning, and describe commonly used quality of life measures.
This document provides a critique of 4 recent meta-analyses published in Health Psychology. It finds problems with transparency and completeness in how the meta-analyses were reported. It also notes a dependence on small, underpowered original trials of generally poor quality. The document questions the clinical validity and utility of conclusions drawn from these meta-analyses due to issues like clinical heterogeneity among studies and lack of consideration of methodological quality. Overall, it aims to encourage more rigorous standards for meta-analyses to avoid inaccurate or exaggerated conclusions.
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- Video recording of this lecture in Arabic language: https://youtu.be/uFdc9F0rlP0
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Learning objectives:
1. Describe the organisation of respiratory center
2. Describe the nervous control of inspiration and respiratory rhythm
3. Describe the functions of the dorsal and respiratory groups of neurons
4. Describe the influences of the Pneumotaxic and Apneustic centers
5. Explain the role of Hering-Breur inflation reflex in regulation of inspiration
6. Explain the role of central chemoreceptors in regulation of respiration
7. Explain the role of peripheral chemoreceptors in regulation of respiration
8. Explain the regulation of respiration during exercise
9. Integrate the respiratory regulatory mechanisms
10. Describe the Cheyne-Stokes breathing
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2. Chapter 36, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 13, Human Physiology by Lauralee Sherwood, 9th edition
2. A narrative what…!?
A ‘systematic review’ is a robust and detailed
review of literature within a particular area of
interest.
Why not just do a literature review?
A literature review may be open to bias in only
identifying sources of information that are
either easily available or in highlighting only
certain aspects of that information, e.g.,
positive findings.
3. Key components
• Focused on question.
• Planned.
• Exhaustive.
– Searches.
– Reviewing studies.
• Impartial in presenting
evidence.
• Synthesis of
data/combining findings.
4. Let’s talk anxiety!
State of psychological
uneasiness and
physiological tension
focused on
apprehension (Colman,
2006).
5. Energy psychology for
anxiety
We know that EFT (and TFT) is helpful (Feinstein, 2008,
2012) for conditions such as:
• Post-traumatic stress disorder (PTSD).
• Various phobias, and psychiatric diagnoses.
• Anxiety.
Of the above, most people would likely identify with anxiety
on some level.
People might be unable to remove themselves from the
anxiety provoking situation/stimulus and so a self-
management technique might appeal!
6. The challenge of reviewing
anxiety systematically
• Anxiety is complicated!
• Studies examining EFT/TFT often include outcome
measures such as Subjective Units of Distress Scale
(SUDS).
– Such measures might constitute a focus on components of
psychological anxiety, given the measure of
disturbance/distress.
– Does one include studies with SUDS in the review?!
• Focus given to studies where there was a clear focus on a
particular type of anxiety, which might have included
SUDS.
7. My original plan
• Focus on academic anxiety:
– Taking tests/examinations.
• 3 papers: Benor et al. (2009); Jain and Rubino (2012);
Sezgin and Özcan (2009).
• Further research/consideration:
– Academic anxiety may comprise ‘public speaking’:
• 4 papers: Boath et al. (2012, 2013); Jones et al. (2011);
Schoninger and Hartung (2010).
• Only 7 papers!? More research:
– 3 papers with anxiety measure at EFT conferences.
• Church and Brooks (2010); Palmer-Hoffman and Brooks
(2011); Rowe (2005).
8. Story so far…
• 10 papers:
– Test anxiety (3).
– Public speaking anxiety (4).
– ‘General anxiety’ (psychological distress) (3).
• More research revealed a further 4 papers also with
outcome measures of anxiety:
– WHEE (hybrid of EFT: EMDR + EFT) (Bair, 2008).
– EFT on stress biochemistry (Church et al., 2012).
– TFT for psychiatric disorders (Sakai et al., 2001).
– EFT for dental anxiety (Temple & Mollon, 2011).
9. Challenges
The initial approach to systematic review was, at
times, not as systematic as I would have hoped,
compounded by:
• The lack of papers using EFT/TFT for a specific
form of anxiety (not best use of time to
systematically review only 3 papers).
• My own lack of experience in systematic
reviewing.
– I did pass the work at doctorate level, however
11. Methodology
• Inclusion criteria:
– In English.
– Aiming to investigate effect of EFT or TFT in
attenuating anxiety.
– With both baseline and outcome measures of
anxiety (or psychological distress, e.g., SA-45).
• Exclusion criteria:
– Commentaries, interviews, editorials, case studies,
general information on EFT or TFT.
12. Methodology
• Search strategy:
– All accessible (and relevant) online databases:
• Web of knowledge, ProQuest, ScienceDirect,
SPORTDiscus, Swetswise, Cochrane, CINAHL,
PsycARTICLES/INFO, Innovative Practice in Higher
Education (IPiHE), Energy Psychology Journal,
www.eftuniverse.com, www.tftfoundation.org.
– Consulted local experts in EFT (Liz Boath, Tony
Stewart, and colleagues).
13. Initial Search
(n = 381)
Duplicates (n = 97)
Non-applicable
papers (n = 92)
Reviews (n = 40)
Everything else
(n = 71) Other than
anxiety (n =
65)
Remaining papers (n = 16)
(unable to obtain 2 papers)
Commentaries (n = 14)
Interviews (n = 2)
Editorials (n = 9)
General information (n = 35)
Case studies (n = 6)
Other than EFT or TFT (n = 5)
Methodology
16. Analysis
Narrative review
What’s that?
Reviewing the studies and summarising the
findings in words, rather than statistically
combining the findings (average differences) and
reporting a statistical effect/result.
17. Analysis
No meta-analysis? Tut-tut
• Studies had not only different measures of
anxiety but also different types of anxiety.
• Too much variation in the study
design/method.
• Questionable results?
– Danger of statistically pooling results from diverse
non-randomised studies (Sterne, Egger, & Moher,
2008).
19. Synthesis
• Remaining 587 participants.
– Test anxiety:
• High school students (n = 70).
• College and university students (n = 183).
– Public speaking anxiety:
• Third year university students (n = 67).
• University students and staff (n = 36).
• General public (n = 48).
– Graduate research:
• General public (n = 100).
– Free cortisol test:
• General public (n = 83).
20. Results
Test anxiety (TA)
• Significant decrease in TA for WHEE and EFT
(more so than CBT).
• TA significantly decreased for EFT and
progressive muscular relaxation but more so
for EFT.
• TA significantly decreased for both EFT and
diaphragmatic breathing compared to no
treatment.
(p < 0.05, i.e., less than 5% chance of the result
occurring by chance)
21. Results
Dental anxiety
• Significant decrease in subjective distress
(reduction of ≥ 4 points [moderate distress] on
scale).
• Were not allowed to tap on face!
22. Results
Public speaking anxiety (PSA)
• Significant decrease in PSA for groups using
EFT or TFT.
• EFT significantly more effective than control
(wait-list).
• EFT improves speaker confidence but does not
affect communication apprehension (nerves
still remain).
• TFT increases ‘positive anticipation’ prior to public
speaking.
23. Results
Other studies
• EFT conferences:
– Significant effects of EFT in reducing psychological
distress.
• Heart rate synchronisation (similar heart rates
of participants to the therapist):
– Possible indications of energy work.
• Salivary cortisol:
– Significant reductions in salivary cortisol for EFT
use.
24. Discussion
• Both EFT and TFT appear effective in
attenuating anxiety.
• EFT has given rise to other modalities (e.g.,
matrix reimprinting [MR]).
– Stewart et al., (2013a) conducted a service
evaluation for MR on the NHS, finding significant
decreases in psychological anxiety and increases in
well-being and self-esteem.
25. Discussion
• Cost-effectiveness:
– The reduced clinical time required to help people with
anxiety is beneficial. EFT on the NHS requires ~5
sessions to be effective (Stewart et al., 2013b),
compared to the average of 6-20 sessions of CBT,
depending on condition/severity (NICE, 2008).
26. Final thoughts and
reservations
• Energy flow throughout the body is a hotly debated
topic between both academics and clinicians!
– McCaslin (2009) states the basis of energy flow is
unsubstantiated.
– Pignotti (2005) highlights, from using TFT-VT (Voice
Technology) no significant differences between two groups
subjective distress even when ‘true’ and sham TFT points
were used.
• Issues of “proprietary trade secrets” (Pignotti, 2005, p. 72)
leaving any researcher sceptical of extraordinary claims.
– Issue of small sample sizes and poor research designs.
27. Final thoughts and
reservations
• 39% (525 of 1358) participants were attendees at
EFT conferences.
– If a person has an interest in a therapy and has committed
their working life to that therapy, one may not be
surprised if that therapy is of benefit to that person.
• Could the positive effects of energy psychology
techniques be due to:
– Contact with another human in one’s time of distress?
– Reassurance?
– Psychological affirmation.
– Affecting the flow of energy?
28. The future…
Establishing mechanisms of action.
To adhere to evidence-based practice, not really
ethical to offer a treatment purported to be effective,
and not addressing the mechanics of that treatment.
29. The future…
• Gilomen and Lee (2015) meta-analysis:
– 18 RCTs: psychological distress | EFT, TFT, or acupoint
tapping.
– Quality: Used Gold Standard (GS) Scale (7 quality
categories).
– Hedge’s g (standardised mean difference): difference
in average score (post-test) between intervention and
control group, then dividing this into the standard
deviation (the spread of scores).
• Similar to Cohen’s d, but better estimate in smaller
samples.
30. The future…
• Gilomen and Lee (2015) meta-analysis:
– Results:
• Moderate effect size (difference in average score between
treatment and control): Hedge’s g = -0.66.
• No significant relationship between treatment time and
effect size.
– Discussion:
• Issues with randomisation methods and assessors being
blind to treatment conditions (bias).
• EFT appears to have some moderate effect.
• Future studies need to compare tapping vs. no tapping!
• Test mechanisms of action – do not just offer in the hope of
it being effective to service more people.
31. Conclusions and
future directions
• EFT/TFT appear effective for anxiety.
– If a person finds a technique effective, does it really
matter how that technique works?
Yes! No!
Who’s going
to pay? Great
Not
me
Further
research/cr
edibility
Discovery of
action
32. References
• Bair, C. C. (2008). The heart field effect: Synchronization of healer-subject heart rates in energy therapy. Advances in Mind-
Body Medicine, 23, 10-21.
• Benor, D. J., Ledger, K., Toussaint, L., Hett, G., & Zaccaro, D. (2009). Pilot study of Emotional Freedom Techniques, wholistic
hybrid derived from eye movement desensitization and reprocessing and Emotional Freedom Technique, and cognitive
behavioral therapy for treatment of test anxiety in university students. Explore: The Journal of Science and Healing, 5, 338-
340. doi:10.1016/j.explore.2009.08.001
• Boath, E. H., Stewart, A., & Carryer, A. (2012). Tapping for PEAS: Emotional Freedom Technique (EFT) in reducing
presentation expression anxiety syndrome (PEAS) in university students.Innovative Practice in Higher Education, 1(2), 1-11.
• Boath, E. H., Stewart, A., & Carryer, A. (2013). Tapping for success: A pilot study to explore if Emotional Freedom Techniques
(EFT) can reduce anxiety and enhance academic performance in university students.Innovative Practice in Higher Education,
1(3), 1-13.
• Church, D., & Brooks, A. J. (2010). The effect of a brief Emotional Freedom Techniques self-intervention on anxiety,
depression, pain, and cravings in health care workers. Integrative Medicine, 9, 40-43.
• Church, D., Yount, G., & Brooks, A. J. (2012). The effect of Emotional Freedom Techniques on stress biochemistry: A
randomized controlled trial. Journal of Nervous and Mental Disease, 200, 891-896. doi: 10.1097/NMD.0b013e31826b9fc1
• Colman, A. M. (2006). Oxford dictionary of psychology. New York: Oxford University Press Inc.
• Feinstein, D. (2008). Energy psychology: A review of the preliminary evidence. Psychotherapy Theory, Research, Practice,
Training, 45, 199-213. doi: 10.1037/0033-3204.45.2.199
• Feinstein, D. (2012). Acupoint stimulation in treating psychological disorders. Evidence of efficacy. Review of General
Psychology, 16, 364-380. doi: 10.1037/a0028602
• Gilomen, S. A., Lee, C. W. (2015). The efficacy of acupoint stimulation in the treatment of psychological distress: A meta-
analysis. Journal of Behavior Therapy and Experimental Psychiatry, 48, 140-148.
33. References
• Jain, S., & Rubino, A. (2012). The effectiveness of Emotional Freedom Techniques for optimal test performance. Energy
Psychology: Theory, Research, and Treatment, 4, 15-25. doi: 10.9769.EPJ.2012.4.2.SJ
• Jones, S. J., Thornton, J. A., & Andrews, H. B. (2011). Efficacy of Emotional Freedom Techniques (EFT) in reducing public
speaking anxiety: A randomized controlled trial. Energy Psychology: Theory, Research, and Treatment, 3, 19-32. doi:
10.9769.EPJ.2011.3.1.SJJ
• McCaslin, D. L. (2009). A review of efficacy claims in energy psychology. Psychotherapy Theory, Research, Practice, Training,
46, 249-256. doi: 10.1037/a0016025
• National Institute for Health and Clinical Excellence (NICE). (2008). Cognitive behavioural therapy for the management of
common mental health problems: Commissioning guide. Retrieved from
http://www.nice.org.uk/media/878/f7/cbtcommissioningguide.pdf
• Palmer-Hoffman, J., & Brooks, A. J. (2011). Psychological symptom change after group application of Emotional Freedom
Techniques (EFT). Energy Psychology: Theory, Research, and Treatment, 3, 33-38. doi: 10.9769.EPJ.2011.3.1.JPH
• Pignotti, M. (2005). Thought Field Therapy Voice Technology vs. random meridian point sequences: A single-blind controlled
experiment. The Scientific Review of Mental Health Practice: Objective Investigations of Controversial and Unorthodox Claims
in Clinical Psychology, Psychiatry, and Social Work, 4, 38-47.
• Reeves, B. C., Deeks, J. J., Higgins, J. P. T., & Wells, G. A. (2008). Including non- randomized Studies. In J. P. Higgins and S.
Green (Eds.). Cochrane handbook for systematic reviews of interventions (pp. 13.1-13.34). Chichester, UK: John Wiley & Sons,
Ltd.
• Rowe, J. (2005). The effects of EFT on long-term psychological symptoms. Counseling and Clinical Psychology Journal, 2, 104-
111.
• Sakai, C., Paperny, D., Mathews, M., Tanida, G., Boyd, G., Simons, A., ... Nutter, L. (2001). Thought Field Therapy clinical
applications: Utilization in an HMO in behavioral medicine and behavioral health services. Journal of Clinical Psychology, 57,
1215- 1227.
34. References
• Schoninger, B., & Hartung, J. (2010). Changes on self-report measures of public speaking anxiety following treatment with
Thought Field Therapy. Energy Psychology: Theory, Research, and Treatment, 2, 13-26. doi: 10.9769.EPJ.2010.2.1.BS
• Sezgin, N., & Özcan, B. (2009). The effect of progressive muscular relaxation and Emotional Freedom Techniques on test
anxiety in high school students: A randomized controlled trial. Energy Psychology: Theory, Research, and Treatment, 1, 23-
29. doi: 10.9769.EPJ.2009.1.1.NS
• Sterne, J.A., Egger, M., & Moher, D. (2008). Addressing Reporting Biases. In J.P.T. Higgins and S. Green (Eds.). Cochrane
Handbook for Systematic Reviews of Interventions (pp. 10.1-10.33). Chichester, UK: John Wiley & Sons, Ltd.
• Stewart, A., Boath, E. H, Carryer, A., Walton, I., & Hill, L. (2013b). Can Emotional Freedom Techniques (EFT) be effective in
the treatment of emotional conditions? Results of a service evaluation in Sandwell. Journal of Psychological Therapies in
Primary Care, 2, 71-84.
• Stewart, A., Boath, E. H, Carryer, A., Walton, I., Hill, L., Phillips, D., Dawson, K. (2013a). Can matrix reimprinting be effective in
the treatment of emotional conditions in a public health setting? Results of a U.K. pilot study. Energy Psychology: Theory,
Research, and Treatment, 5, 1-6. doi: 10.9769.EPJ.2013.5.1.AS.EB.AC.IW.LH.DP.KD
• Temple, G. P., & Mollon, P. (2011). Reducing anxiety in dental patients using Emotional Freedom Techniques (EFT): A pilot
study. Energy Psychology: Theory, Research, and Treatment, 3, 53-56. doi: 10.9769.EPJ.2011.3.2.GPT