Research.and.Diagnosis

Research.and.Diagnosis - Research processes UNIQUENESS of...

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Research processes Research processes UNIQUENESS of research processes with children Questions we might ask: How common are different types of child and adolescent disorders? Do boys and girls differ? • Which risk and protective factors are associated with specific types of child psychopathology? If a child has a behavior disorder at one point in time, can we predict how that child will function several years later? Mechanisms linking risk factors with disorder?
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Research processes Research processes Questions we might ask, con’t: Can we design effective treatments for children who suffer from different types of behavior disorders? • How do we know whether our treatment is truly effective? If we identify a group of children who are at elevated risk for developing behavior problems, can we prevent adverse outcomes?
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Research processes Research processes ALL OF OUR KNOWLEDGE about child and adolescent psychopathology comes from RESEARCH! What steps do psychologists follow in setting up competent research studies?
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Research processes Research processes We begin with research question or hypothesis For example: Do highly aggressive preschool- age children continue to have adjustment problems in the school-age years? Next, we must define and measure “aggressive behavior” “Operational definition”: Translating a theoretical concept into observable behavior Class: what are some possibilities?
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Video clip Video clip Lab paradigm for eliciting antisocial behavior
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Research processes: Reliability Research processes: Reliability Next, we must use reliable measurement strategies Reliability: Consistency of measurements Interrater reliability Test-retest ~ examples
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Research processes: Validity Research processes: Validity Our measurement strategies also must be
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Research.and.Diagnosis - Research processes UNIQUENESS of...

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