Teaching Responsibility

LJMU Schools involved in Delivery:

LJMU Partner Taught

Learning Methods

Lecture
Seminar
Tutorial

Module Offerings

5514ARCCS-JAN-PAR
5514ARCCS-SEP-PAR

Aims

To provide students with practical experience of carrying out a piece of secondary research on a self-chosen area-related topic. To provide students with an understanding of the ethical issues surrounding the planning, conduct and presentation of research

Learning Outcomes

1.
Plan, conduct and analyse primary research using methods drawn from quantitative and/or qualitative traditions.
2.
Examine methods of research objectively with consideration to validity and reliability.
3.
Recognise different epistemological and ontological assumptions and how these relate to specific designs and methods for empirical research.
4.
Reflect upon the experiences and skills gained and identify how these can inform future research.

Module Content

Outline Syllabus:The Research Process: Research design. Compiling a research proposal outlining the rationale and justification of the chosen methodology. Distinguishing between inductive and deductive methods, linking and differentiating quantitative and qualitative data. Undertaking a literature review. Managing content analysis work, focus groups, using panel and longitudinal studies, life histories and diaries. Managing time and budgets. Techniques for collected data including methods of gathering data on sensitive or personal issues. Ethical issues including confidentiality, consent and power issues in the research process. Dealing with data: managing, interpreting, analysing and presenting both qualitative and quantitative secondary data. Presenting data: techniques and formats for writing up research reports and data presentation in accordance with academic conventions
Additional Information:The key emphasis of this module is to train students to become active and capable research practitioners by preparing a proposal for a small-scale autonomous piece of secondary research. This may use either quantitative or qualitative methodologies (or a combination of both). Learners will also be expected to reflect upon their decisions, actions and personal experiences of preparing the proposal and share these experiences with their peers in seminar presentations at the end of the course. Regular tutorials will provide opportunities for informal formative assessment to support student learning and discuss further progress. The module will begin with an evaluation of research theory and methodological choices with which the practitioner will be faced. The second half will consist mainly of independent study supported by one-to-one tutorials. It is envisaged that an employer representative from the student’s workplace will attend their presentation of their findings. All counsellors and psychotherapists need research skills that enable them to read and interpret research evidence related to practice. They also need to monitor and evaluate both individual practice and the work of a service or team. Routine outcome monitoring will involve the use of appropriate instruments that are subject to regular audit. Counsellors and psychotherapists may also engage in formal research in order to contribute to the developing knowledge and evidence base for their profession. For the first half of the presentation students will present an overview of their findings from their research report. The second half of the presentation will focus on the students reflection of the process and any changes they would make for future research.

Assessments

Report
Presentation