PCN 540 Topic 5 Short Answer Questions

PCN 540 Topic 5 Short Answer Questions

Provide short answers of words each for the following questions/statements. Do not exceed 200 words for your response. Use the textbook, and any other scholarly resources to support your responses. Include at least two to three peer-reviewed journal articles beyond the textbook and course readings.

Paper For Above instruction

1. What are the features of quasi-experimental variables and designs? Under what conditions would this type of approach be appropriate? Provide at least one example in your response.

Quasi-experimental designs are research methods that lack random assignment of participants but include manipulation of an independent variable to observe its effects on a dependent variable. Features include the use of intact groups, non-random assignment, and often a control or comparison group. These designs are appropriate when randomization is impractical, unethical, or impossible, such as evaluating interventions in real-world settings where participants cannot be randomly assigned. An example is a study assessing the effectiveness of a new counseling program in different community clinics without random assignment, comparing outcomes between clinics that implement the program versus those that do not (Shadish, Cook, & Campbell, 2002). While quasi-experiments may have reduced internal validity compared to randomized controlled trials, they offer practical insights in naturalistic environments, balancing control and ecological validity (Cook & Campbell, 1979; McDavid & Hawkes, 2017).

2. What is the primary role and function of action research as applied to counseling psychology?

Action research in counseling psychology serves as a collaborative, reflective process aimed at problem-solving within specific contexts to improve practices, develop solutions, and foster empowerment among clients and practitioners. Its primary role is to generate practical knowledge that directly benefits clients and communities by involving practitioners in the research process, emphasizing real-world relevance and immediate application. The function of action research is to identify issues within a given setting, implement interventions, and evaluate their effectiveness through cyclical phases of planning, action, and reflection (Stringer, 2014). In counseling psychology, it enables practitioners to tailor interventions based on clients' needs, enhance therapeutic alliances, and promote social change. Additionally, it encourages practitioners to become active agents in their professional development while advancing evidence-based practices grounded in the real-world contexts they serve (McNiff & Whitehead, 2011; Kemmis & McTaggart, 2005).

References

• Cook, T. D., & Campbell, D. T. (1979). Quasi-experimentation: Design & analysis issues for field settings. Houghton Mifflin.
• Kemmis, S., & McTaggart, R. (2005). Participatory action research: Communicative Action and the Public Sphere. In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE handbook of qualitative research (3rd ed., pp. 559–603). SAGE Publications.
• McDavid, J. C., & Hawkes, S. K. (2017). Program evaluation and measurement: An introduction to practice. Routledge.
• McNiff, J., & Whitehead, J. (2011). All you need to know about action research. SAGE Publications.
• Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Houghton Mifflin.
• Stringer, E. T. (2014). Action research (4th ed.). SAGE Publications.