Assignment 3: Course Project Task I
| Course Overview |
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| Research, regardless of the venue, is an activity with the primary purpose of advancing the scientific body of knowledge. If you decide to embark on a research quest, the journey you take must be filled with passionate commitment, curiosity, rigorous investigation, resourcefulness, imagination, and direction. Without these tenets, a research investigation is simply an exercise lacking in purpose and relevancy and the end result provides nothing more than a collection of isolated facts without scientific merit. Research must, therefore, command respect and adhere to the scientific principles of inquiry if the needed results are to be garnered so you can make best-fit decisions in the behavioral sciences. As you travel upon this research mission, you will soon learn research activities are designed by a recipe—one not really much different from the type that you follow when baking a cake. When baking your favorite cake, you know there are specific instructions and exact amounts of ingredients, a conveyance mechanism (pan), and an outcome (cake). Research in the behavioral sciences is no different. There are specific recipes (research designs), specific ingredients (measurement data), and a conveyance mechanism (statistical processes), and if you act in accordance with the strict rules of instruction, you will get a final product—the answer to your question. Along the way, you will be introduced to the world of statistics—the technique or conveyance means you need for the critical and exacting analysis of the data you have collected. When approaching this area in the course, put aside all fears and illusions about statistics. Many of the formulas you will encounter present an awesome, if not terrifying, appearance, but beneath the strange symbols lurks nothing more forbidding than the simple arithmetic you mastered in school. The uses you will make of the statistical processes in research activities require no differential equations, no calculus, and no analytical geometry. The sometimes horrifying mathematical manipulations that might fill you with anxiety ultimately reveal themselves as addition, subtraction, multiplication, and division. Finally, as you proceed through each module, you will, as a student in the behavioral sciences, begin to see and appreciate the world of research as it unfolds before you. |
| Module 1 Overview |
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| Research Topography in the Behavioral Sciences The goal in Module 1 is to introduce you to the world of research methodology in the behavioral sciences and to help you understand that the primary responsibility of research is to advance the body of scientific knowledge through the scientific inquiry process. Research, when done well, is more than the simple collection of facts and numbers or the recording of occurrences. Research activities investigating behavioral science issues, whether case study related, clinical trial based, or new product directed, must always start from a scientific approach and should be stated in a testable form. To accomplish this, it is important for the investigators to clearly see the relationship that exists between the research problem and the design and the methodology of its solution. Your tasks as a behavioral science and forensic research professional are to think relationally, structurally, and architecturally. As a researcher in the behavioral science world, you must exert a great deal of time and effort to make the best decisions possible. Failure to make a timely and prudent decision often comes from the lack of sound research, no research at all, the misuse of a research tool, or simply from made-up facts. How many times have you said to yourself: "Where did they come up with those figures?" Most of the time, the data comes from a weak database, poor data interpretation processes, or someone else's poorly conducted research. The mission before you in this course is to find ways in which your efforts to bring about change through best-fit decision making are based upon scientific inquiry. As a researcher, you must play according to the rules of scientific investigation. The rules of science, which you will discover in this course, will permit you to minimize errors in your decision-making processes and to bring about decisions with accurate and error-reduced assessment. Research activities, whether clinical, educational, consumer product based, or agriculturally oriented, must exhibit and command interest, enthusiasm, and passionate commitment. If expected results are to be gained and shared, a researcher must catch the essential quality of the excitement of discovery that comes from research that is well done. The first step in the attainment of a desired research activity is to develop a scientific approach toward the area of investigation. The second is to gain insight into the possible relationship that exists between the research study's research problem and the design and methodology of its solution. Research is not simply a task of collecting data on an ad hoc basis and trying to interpret the findings. Research is a sophisticated mapping of what needs to be accomplished and how it can be accomplished. Module 1 will serve as an overview and guide to the research domains you will encounter throughout this course. As you proceed through the course, you will come to realize that there is a great deal of excitement in a well-done research endeavor. You will also come to understand the need for debate, discussion, and even argument in behavioral science research efforts when there is intelligent conviction concerning the nature, design, analysis, and inference regarding the phenomenon under investigation. You will continue the ideas presented earlier by offering information about discerning the difference between theory and research and by emphasizing the development of a testable hypothesis, evaluating previous research studies, and building a research program agenda upon which to conduct scientific research.
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| Role of a Mental Health Professional |
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| The role of research for a forensic mental health professional is extensive. At the very least, forensic mental health professionals are responsible for keeping up to date with current research in areas related to criminal behavior in the assessment and treatment of it. For example, it is important to stay informed when new measures are developed and whether they have adequate reliability and validity. It is also important to know the most effective types of therapies for the disorders that are common to the offender population. Many forensic mental health professionals actively engage in research activities that are related to the underpinnings of criminal behavior. The primary areas of research in this field are the prevention and treatment of criminal behavior, such as exploring some of the factors among individuals that might be related to criminal behavior, such as childhood experiences or personality traits. More recently, research on this topic has focused on individual factors that are related to resilience and noncriminal behavior. In other words, rather than investigating what makes a criminal behave the way he or she does, research is more recently investigating what makes a noncriminal behave the way he or she does. Research is also needed to shape the way in which offenders are evaluated. For example, research can help identify whether a specific series of tests is better at detecting malingering (feigning symptoms for personal gain) among offenders than just one test. Unequivocally, the most prominent research area in forensic mental health is the issue of recidivism (repeat criminal behavior)—specifically what will reduce it. Because there is no known "cure" for criminal behavior, methods of optimal treatment for offenders are continually being researched and hence continue to be improved upon. Using the best therapeutic intervention that has been shown by research to be the most effective for treating a particular disorder is known as evidence-based practice. The forensic mental health professional should attempt to use evidence-based treatment whenever possible. |
| The Scientific Method |
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| The scientific method engages the researcher in a methodical process for formulating ideas and conclusions in the context of research. Research must employ the scientific method in order to ensure that the inquiry has been thoughtfully approached and that the results have been systematically obtained. The scientific method is a systematic process of observation, hypothesis formulation, experimentation, and incorporation of the results. For example, are the results expected or unexpected? Whether the results were expected or unexpected, how do they fit in (or not) with the hypothesis? Should the hypothesis be revised in any way based on the results? This is the process by which all scientific information is gathered. It is applied in all science-related fields, such as biology, chemistry, physics, and the social sciences as well, which includes psychology. The way to apply the scientific method to the field of forensic psychology is the same way as it would be applied for any other field. For example, let's start with an observation. Let's say an observation is made that some male criminal offenders have long hair and then a hypothesis was made that long-haired individuals are more likely to commit crimes than short-haired individuals. Data could possibly be gathered to look at arrest pictures (mug shots) to see whether most of the male arrestees had long or short hair. Such an investigation would likely demonstrate that some, but not all (in fact a minority) of male criminal offenders have long hair. Therefore, that information would need to be integrated with the initial hypothesis, which would mean revising the initial hypothesis since the data that was obtained did not confirm. A way to modify the original hypothesis would be to postulate whether some aspects of hygiene or grooming (rather than just hair length) are related to criminal behavior. The scientific process would need to begin all over again to investigate this new hypothesis. Click here to learn more about research methods. |
| Overview of Glossary of Terms |
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| One of the most important competencies a research investigator must acquire is that of understanding the importance of the subject matter language. Knowing what various terms do or do not mean in the field of forensic psychology and research methodology is vital if the results of any research endeavor are to be communicated successfully to the reading audience and to other professionals in forensics and psychology. To quickly become competent in the terminology of forensic psychology and behavioral and social science research, you are presented with a glossary of terms. Click here to read the glossary of terms. Beginning with your next assignment, use the terms in this glossary correctly as you complete the assignments in the remainder of the course. The glossary of terms includes terms associated with research methodology and statistical processes, human behavior, scientific inquiry, forensics, ethics, and psychology as related to forensics. In addition, as you do your reading from this module through Module 5, add to the glossary other terms to apply in the appropriate context. Although nothing needs to be submitted for this task, the glossary will be needed throughout the course. Each assignment in the remainder of the course will have a grading criterion related to using the terminology consistently and appropriately. Terms may be drawn not only from your textbook but also from other primary or secondary sources and course lecture presentations. |
| Formulating a Research Question |
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| Once the research design process is established, the next step in conducting a research investigation in the behavioral sciences is in the area of questioning and hypothesis testing. Without a research question, no answer to a problem can exist. To this end, a research question based on a clearly identified research area must be precisely and accurately formatted and presented. The research question not only details the content area of investigation but also alerts the reviewer about the research design of the study and the method of analysis. In essence, the research question is the guiding force behind the research investigation. The research question cannot be too broad or too narrow. In addition, the investigator must be sure that the topic can be researched. |
The formulation of a good hypothesis should follow the development of a research question. In the behavioral sciences, the testable hypothesis is basically a restatement of the research question with the addition that something is or is not expected to result from the research investigation. In addition, the hypothesis is a restatement of the research question in testable form. The hypothesis is a tentative statement that should either be acknowledged or be rejected by means of research.
The research hypothesis may be stated in a directional or nondirectional form, meaning whether you think there will simply be a difference between groups (nondirectional) or whether you think there will be a difference in a specific way, such as one group outperforming another (directional). Once the research question has been set, the research investigator continues to develop a testable hypothesis followed by data analysis and to arrive at a conclusion by answering the initially proposed research question.
Click here to access the tutorial called The Research Process from Literati.
| Good Research Questions |
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| Formulating a useful research question can be somewhat more intricate than it might seem. Review the following examples for information on what inhibits and enhances the merit of a research question. Sample Research Questions
Problem: The question is defined in terms of a causal relationship. Solution: In order to find any kind of causal relationship, a researcher must use an experimental design, which requires him or her to manipulate the independent variable. In this case, child molestation would be the independent variable and, thus, cannot be manipulated. So finding a relationship through a correlational study is the next best strategy. Therefore, a better question would be, "Is there a relationship between child molestation and sex offending in adulthood?" This gets tricky too, as this would mean that the researcher would have to include individuals who were molested as children and sexually offended as adults and individuals who were molested as children but did not sexually offend as adults.
Problem: The question is not stated in measurable terms. Solution: A research question must state how the terms in it will be measured. One person's definition of company loyalty and dedication might be different from another's. The same goes for happiness. Loyalty, dedication, and happiness must be defined and stated in measurable terms. A better question would be, "What is the relationship between the number of years that a person has worked at a company and his or her scores on a measure of life satisfaction?"
Problem: The question is obvious. Also questions that lead to a simple "yes" or "no" do not provide a high level of insight. Solution: This relationship between truancy and failing grades is obvious because very often truant students will fail due to attendance policies alone. Even if this is not the case, it stands to reason that truant children will not be exposed to the material as much as children who attend class, which will, therefore, be reflected in the grades for each group. This relationship between recidivism and substance use is also obvious because the use of illegal substances is a crime and is, therefore, inherently recidivism. It would be better to explore programs that are geared toward reducing truancy or programs that are likely to reduce substance users recidivating.
Problem: The question is vague and too broad for a single study. Solution: Such a study would be a massive undertaking. Instead, choose one aspect of emotional development in children and focus on that, such as whether authoritative, authoritarian, or permissive parenting styles are correlated with likeability in children as measured by the number of peers in a classroom who report liking them.
Problem: The question has already been researched. Solution: This topic has been well researched. Instead, consider studying aspects of resiliency, such as factors that occur which appear to mitigate the likelihood that a child of an alcoholic parent will be an alcoholic as an adult.
Problem: The question backs the researcher into a corner. Solution: Research questions that attempt to predict a very specific relationship among the data leave the researcher with few options if the results are nonsignificant. It is much better to study simply whether the amount of sleep a person gets is correlated with his or her grades. That way, whether higher or lower grades are correlated with sleep, the researcher might still have some significant findings. Therefore, a better question would be, "What is the relationship between the amount of sleep a person gets and the grades?"
Problem: The question is based on a premise that might not be correct. Solution: This research question is predicated on the notion that children who are bullied actually utilize mental health services, which may not be the case. Children who are bullied can feel ashamed, and children who feel ashamed are not likely to seek opportunities to discuss what aroused such feelings. Instead, a better question would be, "What is the relationship between bullying prevention training in elementary schools and rates of anxiety and depression among students as measured by the Beck Anxiety Inventory for children and the Beck Depression Inventory for children?" |
| Conclusion |
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| In conclusion, the forensic mental health professional is very much a part of the research landscape within the field as it is essential to stay up to date on the most recent tests and evidence-based treatment. Moreover, the most relevant area of research in the field is the issue of recidivism, which includes addressing how to reduce repeat offending as well as identifying individuals who are most likely to engage in repeat criminal behavior. While criminal behavior will likely never end, it remains important to investigate the reasons for it and the treatment of it in the hopes of reducing its occurrence. Research in this area must utilize the scientific method in order to engage in a meticulous procedure for gathering new data and gleaning conclusions from it. An important part of this process includes making observations about phenomena based on the current literature, which is best obtained from peer-reviewed journals since they are the best type of scholarly source for information. After observations are made, the next step is to formulate a well-crafted research question to shape into a meaningful hypothesis that can be tested. Although your major project in this class does not involve conducting actual research, it is important to understand how the process of experimentation occurs, including the steps leading up to it in order to appreciate the process by which the important findings in the forensic mental health field have been obtained. Each module in this course will prepare you to do so. |
