PSYC664 - Research 1

Year

Credit points

Campus offering

Prerequisites

PSYC624 Evidence-Based Practice for Psychologists

Unit rationale, description and aim

The practice of psychology is based on the scientist-practitioner model, and as such, knowledge and critical analysis of research is essential for evidence-based practice. This is the first of two units, in which the student engages in a significant research investigation/project. This unit supports students to identify research questions and develop the ability to formulate a defensible research proposal based on a review of the most relevant available literature. In this unit, students complete the groundwork for the project including a detailed research proposal and ethics application (as appropriate). The project will address an area of relevance to the specialisation stream (Clinical or Educational & Developmental) in which the student is enrolled.
The unit aims to develop generic and specific skills in students in relation to the formulation of a research proposal in an area of psychology related to the student's specialisation stream (Clinical or Educational & Developmental).

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

On successful completion of this unit, students should be able to:

LO1 - Describe knowledge and skills in designing an original, well-designed and ethical research project (GA3, GA4, GA5, GA6, GA7, GA8, GA10);

LO2 - Assimilate relevant literature, concepts and research method(s) into the research project (GA4, GA5, GA9, GA10);

LO3 - Develop an evidence-based research project that is communicated effectively in written and oral forms to a specialist audience (GA3, GA4, GA5, GA6, GA7, GA8, GA9, GA10);

Graduate attributes

GA3 - apply ethical perspectives in informed decision making

GA4 - think critically and reflectively 

GA5 - demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession 

GA6 - solve problems in a variety of settings taking local and international perspectives into account

GA7 - work both autonomously and collaboratively 

GA8 - locate, organise, analyse, synthesise and evaluate information 

GA9 - demonstrate effective communication in oral and written English language and visual media 

GA10 - utilise information and communication and other relevant technologies effectively.

Content

This unit involves up to 12 hours of lectures on advanced research topics, which may include:  

• Planning and conducting an evidence-based project 
• Systematic literature reviews 
• Meta analysis 
• Library search strategies 
• Qualitative methods. 

 Students will also explore a range of possible topics with Psychology staff, and select a topic of research relevant to the student’s specialisation stream, liaison with the student’s supervisor, production of a written research proposal for approval, presentation of the proposal at a relevant research forum, and completion of appropriate steps to ensure ethics clearance for the project. 

By the end of this stage, students should have completed a detailed written proposal, submitted a relevant ethics application and made adequate progress in their research overall. 

Learning and teaching strategy and rationale

Postgraduate students in psychology are provisional psychologists are expected to be independent learners who take responsibility for their own learning. As such, a variety of teaching and learning approaches will be used according to the needs of the research project and the student such as: workshops, meetings and seminars. Lectures will delivered in face-to-face mode with up to 12 hours of lectures delivered in weekly or intensive modes.  In addition, regular meetings with the supervisor, research team or other relevant staff members, and research activities will be required as recommended by staff. Contact time and mode are negotiated on an individual basis. Attendance at the School’s research colloquia is expected in order to broaden exposure to a range of research methodologies. Approximately 150 hours of study time is required for this unit including project management, review writing, and associated activities.

Assessment strategy and rationale

A range of assessment procedures will be used to meet the unit objectives consistent with University assessment requirements. The written proposal, including a review of the literature, assesses the capacity to understand the research area, conceptualise, design and write up a research proposal at postgraduate level, demonstrating logical organisation of the material and coverage of content. The written proposal will be developed by the student and reviewed by a member of staff. The proposal will also be presented orally to a review panel for assessment in a relevant forum. The processes of writing and presenting the proposal allow the student to demonstrate the ability to plan a viable research project. The ethics application will be assessed by the HREC. This will ensure that the research project adheres to the National Statement on Ethical Conduct in Human Research with respect to the ethical principles of respect, research merit and integrity, justice, and beneficence. The progress report will be completed by the supervisor and provides an opportunity to assess whether the student is ready to proceed to the final thesis unit.

Overview of assessments

Representative texts and references

American Psychological Association. (2010). Publication Manual of the American Psychological Association (7th ed.). Washington, DC: Author.

https://www.nhmrc.gov.au/sites/default/files/documents/reports/australian-code-responsible-conduct-research.pdf

Sternberg, R. J., & Sternberg, K. (2016). The psychologist’s Companion: A guide to professional success for students, teachers and researchers. New York, NY: Cambridge University Press.

Supervisors/Staff may recommend texts and peer reviewed articles relevant to your topic.