Research Methods Health Psychology-I by Qyun



    1. Degree:
Master in Health Psychology

    2. Course title:
Research Methods in Health Psychology I

    3. Type of Course:
Type: Mandatory

    4. Level of Course:
Type: Graduate

    5. Year of Study:
Year: 1

    6. Semester
Semester: 1

    7. Number of ECTS allocated:
Number: 3

    8. Name of Lecturer
Name: António Pires

    9. Other Lecturers
Name: ---

    10. Mode of Delivery
Face to face

    11. Pre-requisites and co-requisites
Non applicable

    12. Recommended optional program components
Non applicable

    13. Learning Outcomes of the Course Unit:
1) To search in databases such as ISPA, EBSCO, B-ON
2) To analyze scientific articles.
3) To make a literature revision on a subject and in function of an objective.
4) To find the method adjusted to develop the question or hypothesis formulated.
5) To identify the essential characteristics and areas of application of different methods used in
clinical psychology and health psychology.
6) To construct/to adapt instruments of data collection
7) To elaborate a research project

   14. Course Contents:
I – Research General Notions
           a. Introduction
           b. Paradigms of research: Positivist paradigm, post-positivist, of the critical and
              constructivist theory; ontological, epistemological and methodological position.
           c. Research Models. Organismic, interactionist and transactional models. Definition of
              psychology, and unit of analysis. Types of Aristotelian explanation. Epistemológica
              position. Time and change.
           d. Qualitative and quantitative inquiry. Context or meaning of verification versus
              context of discovery. Theories versus description. Deductive and inductive
           e. Ethics in research: Protection and wellbeing of the participants; Benefits, justice
              and autonomy; Free assent and clarified assent; active and passive deceit, fraud;
              debriefing; privacy invasion; ability; anonymity and confidentiality. Maintenance of
              the limits between the role of investigator and clinic
II - Style of Experimental Research and Quantitative Methods
           1) The language of the experimental research
           2) Experimental control
           3) Types of experimental and quasi-experimental designs
           4) Research Report. Identification, abstract, introduction, method (participants,
              procedure and instruments) results and conclusion.
           5) Sampling
           6) Norms for the elaboration of reports in accordance with APA’s normative.

III – Qualititative Methods
           1) Case Studies -Definition. When to use the case study, choice of the cases, nature,
              objective, retraction of data, validation, to write the case study.
           2) Phenomenological research - Philosophical bases, epoche, transcendental
              phenomenological reduction and imaginative variation; principles and processes of
              the phenomenological research; preparation of the study, data collection; data
              analysis (method of Van Kaame and Colaizzi).
           3) Narrative research - Narrative or biographical method and histories of life.
              Definition. Bases of the method. Objective and interpretative approach. Forms of
              data collection. Types of analysis (global versus categorial, content versus form).
              Criteria of validity
          4) Ethnographical research - Ethnographical research. The school of Chicago.
             Participant observation. Objective; planning of project; beginning of field work;
             relations with the group; data collection. Key words: Culture (behaviours, language,
             artefacts, history, rituals, myths and symbols); structure versus function; holistic;
             contextualization; immersion; point of view “etic” (scientific) and “emic” (point of
             view of the native); multiple perspective of reality; not judgment, field work (direct,
             and participant observation, colloquies, formal and half-structuralized interview, and
             document consultation), “doormans” and informers
          5) Grounded theory - The origins. Research paradigms and grounded theory. Context
             of verification and context of discovery. Quantitative methods versus qualitative.
             The comparative analysis. Key words: opened codification, incidents, categories,
             properties and hypotheses, memoranda, inductive method, context of the
             discovery, selective codification, theoretical sampling, constant comparison, formal
             theory, substantive theory, theoretical saturation, central category, Basic Social
             Process, relevance, adjustment, functionality, transcendence.
          6) Research – Action: Research-Participative action: History (Kurt Lewin, Trist, Emery,
             industrial democratization); influences (general theory of the systems and
             pragmatic philosophy); epistemological bases (real and local context, democratic
             context, diversity, the action, functionality); the role of the investigator; the
             cogenerative model; the narrative.

   15. Recommended reading:
Angrosino, M. V. (1989). Documents of interaction: Biography, autobiography, and life history
     social science perspective. Gainesville: University of Florida Press.
*Atkinson, R. (1998). The life story interview. Thousand Oaks, CA : Sage, 97 pp. [M ATKI/R1]
Atkinson, P., A. Coffey, S. Delamont, J. Lofland, & L., Lofland, L. (2001). (eds.) Handbook of
      ethnography. London: Sage
Balashov, Y., & Rosenberg, A. (2002). Philosophy of science. Contemporary readings. London:
*Braud, W. & Anderson, R. (1998). Transpersonal research methods for the social sciences
     :Honoring human experience. Thousand Oaks, CA : Sage, 321 pp. M BRAU1
Button, G. (Ed.) (1991). Ethno methodology and the human sciences. Cambridge : Cambridg
      University Press, 279 pp. [M BUTT1]
Breakwell, G., Hammond, S., & Fife-Schaw C. (1995). Research methods in psychology. London
*Boyarsky, N., & Murphy, N. (1998). Action research. (Black dog series, Vol. 1). N.p.: Art Book
Buber, M. (1923/1958). I and thou. New York: Charles Scribner’s Sons
Buber, M. (1965). Between man and man. New York: MacMillan.
Burgess, R. G. (1984/1997). A pesquisa de terreno. Uma introdução. Oeiras: Celta.
Campbell, D., & Stanley, J. (1966/1979). Delineamentos experimentais e quase experimentais d
    pesquisa. São Paulo: Editora Pedagógica Universitária.
Castells, M. (2000/2005). A era da informação: economia, sociedade e cultura, vol. I: A sociedad
      em rede. Lisboa: Fundação Calouste Gulbenkian.
Castells, M. (2001/2004). A galáxia Internet. Reflexões sobre Internet, negócios e sociedade
      Lisboa: Fundação Calouste Gulbenkian.
Clanchy, J. & Ballard, B. (1997/2000). Como escrever ensaios. Um guia para estudantes. Lisboa
     Temas e Debates.
Cone, J. & Foster, S. (1993). Dissertations and thesis from start to finish. Washington: America
     Psychological Association.
Corcoran, K. & Fischer J. (2000). Measures for clinical practice. A sourcebook (3ed. ed.) The Fre
     Press. (vol.1: Couples, families and children; vol.2: Adults)
Creswell, J. W. (1997). Qualitative inquiry and research design. Choosing among five tradition
     Newbury Park: Sage.
Denzin, N., & Lincoln, Y. (1994). Handbook of qualitative research. Thousand Oaks: Sage.
Denzin, N. (1989). Interpretive biography. Newbury Park: Sage
Drotar, D. (2000). Handbook of research in pediatric and clinical child psychology: Practic
      strategies and methods. Issues in clinical child psychology. New York: Kluwe
Fetterman, D. M. (1998). Ethnography. Step by step (2 Ed.). Thousand Oaks: Sage.
Foddy, W. (1993/1996). Como perguntar. Teoria e prática da construção de perguntas em
     entrevistas e questionários. Oeiras: Celta.
Fox, D. & Prilleltensky, I. (1997) Critical Psychology: An introduction. London: Sage.
*Giorgi, A., Ficher, W. F., & Von Eckartsberg, R. (Eds.). (1971). Duquesne studies
      phenomenological psychology (vol. 1). Pittsburgh: Duquesne University Press.
*Giorgi, A., Ficher, C., & Murray, E. (Eds.). (1975). Duquesne studies in phenomenologic
      psychology (vol. 2). Pittsburgh: Duquesne University Press.
*Giorgi, A., Knowles, R., & Smith, D. L. (Eds.). (1979). Duquesne studies in phenomenologic
      psychology (vol. 3). Pittsburgh: Duquesne University Press.
Glaser, B. & Strauss, A. (1967). The discovery of grounded theory. Strategies for qualitativ
     research. Chicago: Aldine. (4ª edição 1971)
*Glaser, B. (1978). Theoretical sensitivity. San Francisco: Sociology Press.
*Glaser, B. (1996). Gerund grounded theory. The basic social process dissertation. Mill Valley
      Sociology Press.
*Gomm, R., Hammersley, M. & Foster, P. (Eds.) (2000). Case study method. London: Sage, 276
    pp. [M GOMM1]
Greenspan, S., & Greenspan, N. T. (1992/1993). Entrevista clínica com crianças. Porto Alegre: Arte
Greenwood, D. J., & Levin, M. (1998). Introduction to action research: Social research for soci
     change. Thousand Oaks: Sage.
Grbich, C. (1999). Qualitative research in health. London: Sage
Hart, C. (1998). Doing a literature review. Releasing the social science research imagination
      London: The Open University.
Hart, E. & Bond, M. (1995). Action research for health and social care: A guide to practice. London
      Open University Press.
Holstein, J., & Gubrium, J. (1995). The active interview. Thousand Oaks CA: Sage. [M HOLS1]
Josselson, R. (Ed.) (1996). The narrative study of lives (vol. 4): Ethics and process. Thousand Oak
      CA : Sage, 293 pp. [M MSL4]
Josselson, R., & Lieblich, A. (Eds.) (1993). The narrative study of lives (vol. 1). Newbury Park, CA
      Sage, 227 pp. [M MSL1]
Josselson, R., & Lieblich, A. (Eds.) (1994). The narrative study of lives (vol. 2): Exploring identity an
      gender. Thousand Oaks, CA : Sage, 260 pp. [M MSL2]
Josselson, R., & Lieblich, A. (Eds.) (1995). The narrative study of lives (vol. 3): Interpretin
      experience. Thousand Oaks, CA: Sage, 262 pp. [M MSL3]
Josselson, R., Lieblich, A., & Mac Adams, D. (Eds.) (2003). Up close and personal: The narrative
      and learning of narrative research. 288 pp. [M JOSS1]
Kendall, P., Butcher, J., & Holmbeck, G. (1999). Handbook of research methods in clinic
     psychology (2nd ed.). New York, NY : John Wiley Sons, 752 pp. [M KEND1]
Kvale, S. (1996). InterViews: An introduction to qualitative research interviewing. Thousand Oak
      CA: Sage.
Kazdin, A. E. (1992). Research design in clinical Psychology (2nd Ed.) New York: Macmilla
     Publishing Company.
*Kenyon, G., Clark, P., & de Vries, B. (Eds.) (2001). Narrative gerontology : Theory, research, and
      practice. New York, NY : Springer, 358 pp. [D KENY1]
Lieblich, A., & Josselson, R. (Eds.) (1993). The narrative study of lives (vol. 5). Thousand Oaks, CA
       Sage, 246 pp. [M MSL5]
Lieblich, A., Tuval-Mashiach, R. Zilber, T. (1998). Narrative Research. Reading, analysis an
       interpretation. Applied Social Research Methods Series vol. 47. Thousand Oaks: Sage
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic Inquiry. Newbury Park: Sage.
*Marcel, G. (   /1956). The philosophy of existence. New York: Philosophical Library.
Maroco, J., & Bispo, R. (2003). Estatística aplicada às ciências sociais e humanas. Lisboa: Climeps
     358 pp. [M1 MARO1]
McGuigan, F. (1960/1976). Psicologia experimental. Uma abordagem metodológica. São Paulo
    Editora Pedagógica Universitária. (cap. 2, 3 e 4).
McNiff, J. (1995). Action research principles and practice. New York: Routledge.
McQueen, R. A. & Knussen, C. (1999). Research methods in psychology. A practical introduction
    London: Printice Hall Europe.
Moustakas, C. (1994). Phenomenological research methods. London: Sage.
*Moran, D. (2001/2005). Introduction to phenomenology. London: Routledge.
*Morgan, D. L. (1998). The focus group guidebook. Thousand Oaks: Sage [M MORG 1]
Oliveira, T (2002). Teses e dissertações: Recomendações para a elaboração e estruturação d
       trabalhos científicos. Lisboa : RH Editora, 121 pp. [M OLIV/T1]
*Park, P., Brydon-Miller, M., Hall, G., & Jackson, T. (Eds.) (1993). Voices of change : Participatory
     research in the United States and Canada. Westport, CT : Bergin & Garvey [M PARK 1]
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Pires (2001). Crianças e pais em risco. Lisboa: ISPA
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*Reason, P. (1994). Participation in human inquiry. London: Sage
Reason, P., & Bradbury, H. (Eds.), Handbook of Action Research. Participative Inquiry and Practice
     London: Sage.
Ribeiro, J. L. P. (1999). Investigação e avaliação em psicologia da saúde. Lisboa: Climepsi
Roberts, M. & Ilardi, S. (2003). Handbook of research methods in clinical psychology. Blackwell.
Silverman, D. (2001). Interpreting qualitative data: Methods for analyzing talk, text and interaction (2
      ed.). London: Sage [M SILV/D2]
Stake, R. E. (1995). The art of case study research. Thousand Oaks: Sage.
Stewart, D. & Mickunas, A. (1974/1990). Exploring phenomenology: A guide to the field and i
     literature (2 ed.). Athens: Ohio University Press.
Stokols, D., & Altman, I. (1987). Handbook of environemental psychology. New York: John Wile
       (cap. 1)
Strauss, A. & Corbin, J. (1998) Basics of qualitative research. Newbury Park: Sage
Strenger, C. (1991). Between hermeneutics and science. An essay on the epistemology o
      psychoanalysis. Madisson: Connecticut.
Stringer: E. (1999, 2 Ed). Action research. Thousand Oaks: Sage.
Tolan, P., Keys, C., Chertok, F., & Jason, L. (1990). Research in community psychology
      Washington: American Psychological Association.
Touliatos, J., Permutter, B. F., & Strauss, M. A. (2001). Handbook of family measuremen
      techniques. London: Sage. (Vol. 1, 2, e 3)
Vijver, F. Van de, & Leung, K. (1998). Methods and data analysis for cross-cultural research
       Thousand Oaks: Sage.
Whyte, W. F. (1984). Learning from the field. Beverly Hills: Sage.
Whyte, W. F. (1991). Participatory action research. Newbury Park: Sage
Yin, R. K. (1984). Case study research. Design and methods. Beverly Hills: Sage.

   16. Teaching Methods:
Theoretical/ Practical courses

   17. Assessment Methods
   Grades are given on a 0-20 scale; students must have a final grade higher than 9.5 to pass the

   On going evaluation:
                                 Type                          Percentage of final grade

                          Individual assignment                            100%

    Special session (for students who failed on going evaluation)

                                  Type                          Percentage of final grade

                          Individual assignment                            100%
18. Language of Instruction

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