Module: Advanced Research Skills in Psychotherapy 1

Module Specifications.

Current Academic Year 2024 - 2025

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Date posted: September 2024

Module Title	Advanced Research Skills in Psychotherapy 1
Module Code	NS616 (ITS) / PST1028 (Banner)
Faculty	Science & Health	School	Nursing, PsyT & Comm Health
Module Co-ordinator	Aisling McMahon
Module Teachers	Ray O'Neill
NFQ level	9	Credit Rating	25
Pre-requisite	Not Available
Co-requisite	Not Available
Compatibles	Not Available
Incompatibles	Not Available

None

Description

The main focus of this module is developing skills in critically reviewing, synthesising and identifying gaps in existing literature in order to inform the development of potential research questions for candidates’ doctoral research work. The module will also facilitate candidates to develop their knowledge and critical appreciation of psychotherapy research paradigms and procedures, including maintaining critical reflexivity and ethical awareness.

Learning Outcomes

1. Demonstrate an ability to critique the application of different paradigms of research inquiry
2. Demonstrate proficiency in advanced literature searching/reviewing skills (e.g. systematic reviewing) and an ability to critique literature in terms of theoretical positions and research evidence
3. Identify and address the contextual, ethical and quality issues in the planning and carrying out of research project work
4. Critically reflect on the process of practitioner research
5. Critically appraise research literature.

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	24	Lectures, and tutor-led large group and small group discussions
Directed learning	8	In-class small and large group work to review and critique tutor-assigned research papers and to engage in peer-review of student draft literature review work
Class Presentation	8	In-class presentations and group feedback
Independent Study	360	Student self-directed literature review searching, reading/critical review of literature, preparation of assignment work and draft work for in-class review, learning of/use of reference management systems and tools, and engagement in tutor-directed reading between classes.
Total Workload: 400

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

Paradigms of research inquiry
Critically reviewing paradigms of research inquiry within psychotherapy

Reviewing the literature
Systematically searching, reviewing and critiquing literature

Research process
Understanding the steps in developing and planning a research journey, identifying knowledge gaps and research questions

Ethical research
Considering ethical values and practices in accountable, culturally attuned research

Reflexive research
Understanding the importance of reflexivity in research and keeping a research journal and audit trail

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Presentation	In-class 20-min presentation	30%	As required
Assignment	Literature review essay (4K words +/- 10%)	70%	Sem 2 End

Reassessment Requirement Type
Resit arrangements are explained by the following categories: Resit category 1: A resit is available for both* components of the module. Resit category 2: No resit is available for a 100% continuous assessment module. Resit category 3: No resit is available for the continuous assessment component where there is a continuous assessment and examination element.
* ‘Both’ is used in the context of the module having a Continuous Assessment/Examination split; where the module is 100% continuous assessment, there will also be a resit of the assessment
This module is category 1

Indicative Reading List

Bentz, V.M., & Shapiro, J.J.,: 1998, Mindful inquiry in social research, Sage, Thousand Oaks, CA,
Carr, A: 2007, The effectiveness of psychotherapy, Irish Council of Psychotherapy, Dublin,
Castonguay, L. et al (Eds.): 2007, Bringing psychotherapy research to life, American Psychological Association, Washington,
Timulak, L.: 2008, Research in counselling and psychotherapy, Sage, London,
Roth, A. & Fonagy, P.: 2005, What works for whom? A critical review of psychotherapy research, 2nd edition, Guilford Press, New York,
Hart, C.: 2001, Doing a literature search: a comprehensive guide for the social sciences., Sage, Thousand Oaks, CA,
Etherington, K.: 2004, Becoming a reflexive researcher: Using our selves in research., Jessica Kingsley,
Willig, C.: 2021, Introducing qualitative research in psychology., 4th ed., McGraw Hill,
King, N., Brooks.,J. & Horrocks, C.: 2019, Interviews in qualitative research, 2nd ed., Sage,
Magnussen, E., & Marecek, J.: 2015, Doing interview-based qualitative research: A learner's guide., Cambridge University Press,
Booth, A., Sutton, A., Clowes, M., & Martyn-St. James, M.: 2022, Systematic approaches to a successful literature review., 3rd ed., Sage,
Tribe, R., & Morrissey, J.: 2020, The handbook of professional, ethical and research practice for psychologists, counsellors, psychotherapists and psychiatrists., 3rd ed., Brunner-Routledge,
McLeod, J.: 2011, Qualitative research in counselling and psychotherapy., 2nd ed., Sage,
Aveyard, H.: 2018, Doing a literature review in health and social care: A practical guide., 4th ed., Open University Press.,
Robson. C., & McCartan, K.: 2016, Real world research., 3rd ed., Wiley.,

Other Resources

None