Universidad Interamericana De Puerto Rico Recinto Metropolit

universidad Interamericana De Puerto Ricorecinto Metropolitanodeparta

As we discussed on the first day of class, one of the objectives of this integrated seminar is to develop an article (or analytic essay) that provides a Meta-Analysis of a specific subject matter in the field of Psychology. The first assignment requires choosing a subject matter and a particular “instance” of that subject to review. This “instance” refers to reviewing a specific application of a theory, model, therapy, assessment, or intervention, which will serve as the basis for subsequent assignments. Students should write a brief paragraph presenting their “Problem” for Meta-Analysis, being as specific as possible.

Additionally, students must write at least one paragraph (minimum of 3 to 4 sentences) identifying and describing four key objects of their “Problem”: 1) the subject matter, topic, or object of study; 2) the model, therapy, theory, approach, or assessment; 3) the population most relevant to the study; and 4) the division or aspect of Psychology practice most involved. Precision is essential, and students may select more than one option for each object if unsure. The paragraph must be submitted physically on March 5, 2019, formatted in Times New Roman, size 12, with 1.5 line spacing, and sent via email. This assignment is worth 10 points.

Paper For Above instruction

The selection and focused analysis of a specific subject matter within Psychology is critical for developing a comprehensive understanding and contributing to empirical knowledge. The process begins with the identification of a clear, precise “Problem” that highlights a unique instance of application or inquiry. This initial step sets the foundation for a nuanced meta-analytic review of existing literature and research outcomes. When defining the “Problem,” it is crucial to delineate four key objects: the subject matter, associated theory or model, the population involved, and the particular division or aspect of Psychology practice involved.

The subject matter often encapsulates a specific psychological phenomenon, behavioral issue, or cognitive process. For example, a student might focus on anxiety disorders, cognitive behavioral therapy (CBT), or emotional regulation. The model or theory could be a particular therapeutic approach such as psychodynamic therapy or a theoretical framework like attachment theory. Understanding which approach or model is being scrutinized provides context and scope to the meta-analysis. The targeted population may vary widely, including children, adolescents, adults, or specific groups such as veterans or individuals with comorbid conditions. Clarifying the population helps tailor the analysis to relevant demographic and clinical characteristics.

The division or aspect of Psychology relates to the applied field in which the problem resides. For instance, clinical psychology, counseling psychology, neuropsychology, or community psychology might be the domain of interest. Knowing which division is involved influences the type of interventions, assessments, or practices under consideration. Selecting a focused “Problem” with clear boundaries enhances the relevance and depth of the meta-analytic review. It also facilitates a targeted exploration of empirical findings, theoretical debates, and practical implications.

Choosing a relevant and compelling “Problem” requires careful consideration of personal interest and academic relevance. Students should reflect on topics they are passionate about and that lend themselves to rigorous research. This ensures sustained engagement during the review process, which involves extensive reading and critical analysis of existing literature. Additionally, the problem should be situated within the broader context of Psychological science, addressing questions related to causality, process, or application, depending on the student’s focus.

Understanding the guiding questions—such as the “what,” “why,” “where,” “whom,” “when,” and “how”—can be instrumental in narrowing down a specific research problem. For example, a student might explore how cognitive-behavioral interventions are applied to adolescents with anxiety within school settings, considering cultural influences and developmental stages. These considerations help refine the problem statement and ensure that the subsequent meta-analysis is manageable and meaningful.

References

• Higgins, J. P. T., & Green, S. (2011). Cochrane Handbook for Systematic Reviews of Interventions. The Cochrane Collaboration.
• Lipsey, M. W., & Wilson, D. B. (2001). Practical Meta-Analysis. Sage Publications.
• McLellan, A. T., Lewis, D., O’Brien, C., & Kleber, H. D. (2000). Drug dependence, a chronic medical illness: implications for treatment, insurance, and outcomes evaluation. JAMA, 284(13), 1689-1695.
• O’Connor, E., Whitlock, J., Gaynes, B., Perlmutter, B., & Gallo, W. T. (2011). Screening for depression in adult patients in primary care settings. Annals of Internal Medicine, 155(10), 712-719.
• Rosenthal, R. (1991). Meta-analytic procedures for social research. Sage.
• Schmidt, F. L., & Hunter, J. E. (2015). Methods of Meta-Analysis: Correcting Error and Bias in Research Findings. Sage Publications.
• Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and Quasi-Experimental Designs for Generalized Causal Inference. Houghton Mifflin.
• Smith, J., & Glass, G. (1977). Meta-Analysis of psychotherapy outcome studies. American Psychologist, 32(9), 752-760.
• Thompson, S. G. (1994). Meta-analysis. In J. P. Keeves & G. R. Crawford (Eds.), Educational Research: Scheme and Practice. Elsevier.
• Walker, D., & Taylor, P. J. (2014). Systematic Review and Meta-Analysis: An Introduction. Journal of Evidence-Based Medicine, 7(2), 56-66.