Graduate preparation in research methods: The current status of APA-accredited professional programs in psychology.
ABSTRACT Graduate preparation in research methods is needed to help ensure that the next generation of psychologists is prepared to consume and engage in research. This study examined the availability of courses in research methods in 192 American Psychological Association (APA)-accredited programs based on reports from program directors in clinical, counseling, school, and combined psychology programs. Results suggest that, although most doctoral-level psychology programs require introductory methods courses, the requirement to take more advanced courses in research methods is less common. Although many programs offer advanced methods courses as electives, fewer than 10% of program directors believe additional courses are needed. Among the areas of specialization, significant differences in required coursework in research methods were found only for factor analysis, which was required most by school psychology programs, followed by clinical psychology and then counseling psychology. In addition, PhD and PsyD programs generally do not differ in requiring coursework in research methods. Data from this study reflect a significant improvement in course offerings in research methods during the last two decades. Implications of these findings are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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ABSTRACT: Recent articles in The Journal for Specialists in Group Work have discussed credibility indicators for quantitative and qualitative studies (Asner-Self, 2009; Rubel & Villalba, 2009). This article extends upon these contributions by discussing measurement issues that are relevant to producers and consumers of quantitative group research. This article is necessary as measurement quality is directly associated with research credibility. The topics of reliability and validity along with credibility indicators for measures are discussed. This is followed by a description of the statistical assumption of independent measurements in relationship to group research. Implications for research and practice are provided.The Journal for Specialists in Group Work 01/2010; 35(4):331-348.