Written for social science scholars who want to learn more about the qualitative way of thinking, this book addresses the full continuum of issues about the qualitative methodologies. At one end of that continuum are the deeply philosophical concerns of ontology and epistemology. At the other -- concrete -- end of that continuum are the practical issues of what is considered evidence: How does one go about gathering evidence? Where, when, and how does one analyze evidence? What are the alternative ways of dealing with tone and voice in writing qualitative research? The attention to practical, concrete issues makes this book useful as a handbook providing a great deal of vital information to scholars who want a guide to making decisions as they navigate their research questions through the qualitative realm.
Uniquely qualified to write such a book, Potter has earned PhDs in both qualitative methods (with a concentration in linguistics and field studies) and in quantitative methods (with a concentration in social science theory and statistics). The book is not an ideological argument that glorifies one system of thinking while attempting to persuade the reader that other systems of thinking are bankrupt. Rather, the book presents a respectful, balanced analysis of the strengths and weaknesses of the qualitative approach.
The book builds to a controversial final chapter entitled "Is Convergence a Possibility?" in which Potter synthesizes a conclusion from his analysis of a wide range of qualitative studies across three broad topic areas -- text focused research, audience focused research, and institution focused research -- and across seven major qualitative methodologies -- ethnography, ethnomethodology, reception study, ecological psychology, symbolic interactionism, cultural studies, and textual analysis. His conclusion is that not only is there a possibility of a convergence between qualitative and quantitative approaches, but that the convergence has already happened.
The book includes an appendix in which 95 books and articles using the qualitative approach are abstracted and analyzed to illustrate key points of methodology and methods. It also includes subject and author indexes.

The model of therapy described in this book places the client firmly at the centre of the therapeutic process. Adjusted to the developmental life-pattern of the client, it shows how structured agreements related to both the duration and focus of a particular therapeutic relationship can be adapted to the client's needs at any one time. It offers clients the possibility of a flexible range of encounters with different practitioners and therapists, an ethical solution to contemporary dilemmas about short-term treatment. Including an insert card outlining key stage agreements, and linked case scenarios illustrating the personal development of nine characters. The book is intended for practitioners of all psychological therapies who are looking for a rigorous but flexible approach to empowering their clients.

Phil Fennell's tightly argued study traces the history of treatment of mental disorder in Britain over the last 150 years. He focuses specifically on treatment of mental disorder without consent within psychiatric practice, and on the legal position which has allowed it.
Treatment Without Consent examines many controversial areas: the use of high-strength drugs and Electro Convulsive Therapy, physical restraint and the vexed issue of the sterilisation of people with learning disabilities. Changing notions of consent are discussed, from the common perception that relatives are able to consent on behalf of the patient, to present-day statutory and common law rules, and recent Law Commission recommendations.
This work brings a complex and intriguing area to life; it includes a table of legal sources and an extensive bibliography. It is essential reading for historians, lawyers and all those who are interested in the treatment of mental disorder.

eBook available with sample pages: 0203417895

Starting a research project, however large or small can be a daunting prospect. New researchers can be confronted with a huge number of options not only of topic, but of conceptual underpinning. It is quite possible to conduct research into say, memory, from a number of research traditions. Psychology also has links with several other disciplines and it is possible to utilise their techniques; the difficulty is quite simply the wide variety of methodological approaches that psychological research embraces. In this collection, authors have been recruited to explain a wide range of different research strategies and theories with examples from their own work. Their successes as well as the problems they encountered are explained to provide a comprehensive and practical guide for all new researchers. The collection will be a great help to undergraduates about to start final year projects and should be required reading for all those thinking of graduate level research.

Drawing on the work of 75 internationally acclaimed experts in the field, Handbook of Item Response Theory, Three-Volume Set presents all major item response models, classical and modern statistical tools used in item response theory (IRT), and major areas of applications of IRT in educational and psychological testing, medical diagnosis of patient-reported outcomes, and marketing research. It also covers CRAN packages, WinBUGS, Bilog MG, Multilog, Parscale, IRTPRO, Mplus, GLLAMM, Latent Gold, and numerous other software tools. A full update of editor Wim J. van der Linden and Ronald K. Hambleton's classic Handbook of Modern Item Response Theory, this handbook has been expanded from 28 chapters to 85 chapters in three volumes. The three volumes are thoroughly edited and cross-referenced, with uniform notation, format, and pedagogical principles across all chapters. Each chapter is self-contained and deals with the latest developments in IRT.

Any research that involves the use of the Rorschach or focuses on the nature of the Rorschach must be framed in the context of the basic principles that mark any scientific investigation. However, most texts concerning research design or data analysis do not deal directly with many of the unusual issues that confront investigators who use the Rorschach in their research. The nature of the test and test procedures are somewhat different than for most psychological tests, and, often, these special characteristics become critical when research designs are formulated. Similarly, some of the data of the tests are quite different from the customary distributions yielded by other psychological tests. Thus special care must be exercised when considering the variety of tactics that might might be used in analyzing the test data.
This text is unique in that it is specific to the Rorschach. Bringing together experts on Rorschach research, this volume presents in-depth treatments of every facet of methodology -- from design to analysis -- as well as more conceptual issues. It is designed to aid investigators in contending effectively with the many difficult challenges that are often encountered in Rorschach research.
This work adds to the information already available to the accomplished researcher as well as provide some enlightenment for the Rorschach research novice. It dispels the notion that rote methodology or analyses can be applied routinely to studies involving the Rorschach. And it helps to improve the quality of investigations in which the test is included, and contribute in some way to the improvement of the overall research yield in the Rorschach community.

The Four Domains of Mental Illness presents an authentic and valid alternative to the DSM-5, which author Rene J. Muller argues has resulted in many patients being incorrectly diagnosed and wrongly medicated. Dr. Muller points out where the DSM-5 is mistaken and offers a guide to diagnosis based on the psychobiology of psychiatrist Adolf Meyer and the insights of existential philosophy and psychiatry. His model identifies the phenomena of the mental illnesses that clinicians most often see, which are characterized by identifying their structure, or partial structure. Using the FDMI approach, clinicians can grasp how each mental illness is an aberration of Martin Heidegger's being-in-the-world.

First published in 1993. This book is intended for managers and occupational psychologists involved in the selection and assessment of the workforce. It details the history and development of the use of biographical data for both recruitment and promotion of employees. Grounded in relevant research literature, it offers a comprehensive analysis of the advantages and disadvantages of biodata in different contexts. It also includes examples of applications and recommendations for use, as well as examples of questionnaires. Written by experts, it represents a wide-ranging review of the contemporary research in the field. This work will be of interest to students of business and psychology.

Drawing on the work of internationally acclaimed experts in the field, Handbook of Item Response Theory, Volume 3: Applications presents applications of item response theory to practical testing problems. While item response theory may be known primarily for its advances in theoretical modeling of responses to test items, equal progress has been made in its providing innovative solutions to daily testing problems. This third volume in a three-volume set highlights the major applications. Specifically, this volume covers applications to test item calibration, item analysis, model fit checking, test-score interpretation, optimal test design, adaptive testing, standard setting, and forensic analyses of response data. It describes advances in testing in areas such as large-scale educational assessment, psychological testing, health measurement, and measurement of change. In addition, it extensively reviews computer programs available to run any of the models and applications in Volume One and Three. Features Includes contributions from internationally acclaimed experts with a history of advancing applications of item response theory Provides extensive cross-referencing and common notation across all chapters in this three-volume set Underscores the importance of treating each application in a statistically rigorous way Reviews major computer programs for item response theory analyses and applications. Wim J. van der Linden is a distinguished scientist and director of research and innovation at Pacific Metrics Corporation. Dr. van der Linden is also a professor emeritus of measurement and data analysis at the University of Twente. His research interests include test theory, adaptive testing, optimal test assembly, parameter linking, test equating, and response-time modeling as well as decision theory and its applications to problems of educational decision making.

This popular text describes the processes of doing teacher action research. But it is much more than a dry presentation of "methods." Filled with examples of teacher action research projects, provided by teachers themselves, the book places teachers at the heart of the action research process. Teachers' own writing about their work and research questions is featured in 11 examples of teacher action research conducted in a range of settings, grade levels, and content areas. The second edition of Teachers Doing Research is fully updated and substantially reorganized and revised, including four totally new chapters and six new teacher stories. This edition: provides more specifics on teacher action research processes and a variety of methodological options for teachers who do research in their classrooms and schools (Chapters 1-5); includes more specifics on data collection and interpretation methods (Chapter 3); balances a detailed introduction to technology for novice researchers with discussion of issues and questions related to technology-based teacher research (Chapter 4). Information on Web sites related to topics addressed in the chapters and teacher research stories is integrated throughout the book. A new Teachers Doing Research Web site (www.teachersdoingresearch.com) invites readers, teacher research participants, preservice candidates, and teacher educators to participate in dialogue with the authors and editors of this text, and with each other; gives expanded attention to teacher action research with preservice teachers and to university/school collaboration (especially in Chapter 6); examines the connections between teacher action research and the larger arena of educational research (Chapter 8); broadens the context for teacher action research, through discussion of its influence on school reform both in the United States and internationally. International examples of urban teacher research are includ

Shame remains at the core of much psychological distress and can eventuate as physical symptoms, yet experiential approaches to healing shame are sparse. Links between shame and art making have been felt, intuited, and examined, but have not been sufficiently documented by depth psychologists. Shame and the Making of Art addresses this lacuna by surveying depth psychological conceptions of shame, art, and the role of creativity in healing, contemporary and historical shame ideologies, as well as recent psychobiological studies on shame. Drawing on research conducted with participants in three different countries, the book includes candid discussions of shame experiences. These experiences are accompanied by Cluff's heuristic inquiry into shame with an interpretative phenomenological analysis that focuses on how participants negotiate the relationship between shame and the making of art. Cluff's movement through archetypal dimensions, especially Dionysian, is developed and discussed throughout the book. The results of the research are further explicated in terms of comparative studies, wherein the psychological processes and impacts observed by other researchers and effects on self-conscious maladaptive emotions are described. Shame and the Making of Art should be essential reading for academics, researchers, and postgraduate students engaged in the study of psychology and the arts. It will be of particular interest to psychologists, Jungian psychotherapists, psychiatrists, social workers, creativity researchers, and anyone interested in understanding the dynamics of this shame and self-expression.

The purpose of this book is to present methods for developing, evaluating and maintaining rater-mediated assessment systems. Rater-mediated assessments involve ratings that are assigned by raters to persons responding to constructed-response items (e.g., written essays and teacher portfolios) and other types of performance assessments. This book addresses the following topics: (1) introduction to the principles of invariant measurement, (2) application of the principles of invariant measurement to rater-mediated assessments, (3) description of the lens model for rater judgments, (4) integration of principles of invariant measurement with the lens model of cognitive processes of raters, (5) illustration of substantive and psychometric issues related to rater-mediated assessments in terms of validity, reliability, and fairness, and (6) discussion of theoretical and practical issues related to rater-mediated assessment systems. Invariant measurement is fast becoming the dominant paradigm for assessment systems around the world, and this book provides an invaluable resource for graduate students, measurement practitioners, substantive theorists in the human sciences, and other individuals interested in invariant measurement when judgments are obtained with rating scales.

This book consists of the reports of 13 urban elementary teacher researchers' year-long inquiries around literacy topics--conducted as part of a collaborative school-university action research project. The focus is on how they attempted to transform their teaching practices to meet the needs of students from diverse ethnic and linguistic backgrounds, and how their inquiry efforts resulted in developing more collaborative styles of teaching. These teachers explore how collaborative classroom interactions occur when teachers move away from teaching-as-transmission approaches to ones in which they share power and authority with their students--viewing them not as 'at risk' but instead as 'at promise.' Because the everyday interactions between teachers and students are realized by social talk in the classroom, classroom discourse was analyzed to study and document the teacher researchers' efforts to make changes in the locus of power in literacy teaching and learning. Their chapters are filled with classroom discourse examples to illustrate their points. The volume includes teacher inquiries conducted in elementary classrooms from kindergarten through eighth grade. Three took place in bilingual classrooms, one in a special education class. These inquires cover a range of literacy topics, including reading-aloud, language richness, writing, literature discussion groups, drama, and 'pretend' reading. The background and theoretical underpinnings of the project are discussed in an introduction written by the editors; in the conclusion they pull together the major themes in the teacher researchers' chapters and discuss the political implications of their efforts to change literacy teaching and learning in their urban classrooms.

Distribution-free statistical methods enable users to make statistical inferences with minimum assumptions about the population in question. They are widely used, especially in the areas of medical and psychological research.
This new edition is aimed at senior undergraduate and graduate level. It also includes a discussion of new techniques that have arisen as a result of improvements in statistical computing. Interest in estimation techniques has particularly grown, and this section of the book has been expanded accordingly. Finally, Distribution-Free Statistical Methods includes more examples with actual data sets appearing in the text.

Half a century after the collapse of the Nazi regime and the Third Reich, scholars from a range of fields continue to examine the causes of Nazi Germany. An increasing number of young Americans are attempting to understand the circumstances that led to the rise of the Nazi party and the subsequent Holocaust, as well as the implication such events may have for today as the world faces a resurgence of neo-Nazism, ethnic warfare, and genocide.
In the months following World War II, extensive psychiatric and psychological testing was performed on over 200 Nazis in an effort to understand the key personalities of the Third Reich and of those individuals who "just followed orders." In addressing these issues, the current volume examines the strange history of over 200 Rorschach Inkblot protocols that were administered to Nazi war criminals and answers such questions as:
* Why the long delay in publishing protocols?
* What caused such jealousies among the principals?
* How should the protocols be interpreted?
* Were the Nazis monsters or ordinary human beings?
This text delivers a definitive and comprehensive study of the psychological functioning of Nazi war criminals -- both the elite and the rank-and-file. In order to apply a fresh perspective to understanding the causes that created such antisocial behavior, these analyses lead to a discussion within the context of previous work done in social and clinical psychology. Subjects discussed include the authoritarian personality, altruism, obedience to authority, diffusion of responsibility, and moral indifference. The implications for current political events are also examined as Neo-Nazism, anti-Semitism, and ethnic hate are once again on the rise. While the book does contain some technical material relating to the psychological interpretations, it is intended to be a scholarly presentation written in a narrative style. No prior knowledge of psychological testing is necessary, but it should be of great benefit for those interested in the Rorschach Inkblot test, or with a special interest in psychological testing, personality assessment, and the history of psychology. It is also intended for readers with a broad interest in Nazi Germany.

This short book introduces the main ideas of statistical inference in a way that is both user friendly and mathematically sound. Particular emphasis is placed on the common foundation of many models used in practice. In addition, the book focuses on the formulation of appropriate statistical models to study problems in business, economics, and the social sciences, as well as on how to interpret the results from statistical analyses. The book will be useful to students who are interested in rigorous applications of statistics to problems in business, economics and the social sciences, as well as students who have studied statistics in the past, but need a more solid grounding in statistical techniques to further their careers. Jacco Thijssen is professor of finance at the University of York, UK. He holds a PhD in mathematical economics from Tilburg University, Netherlands. His main research interests are in applications of optimal stopping theory, stochastic calculus, and game theory to problems in economics and finance. Professor Thijssen has earned several awards for his statistics teaching.

Since most datasets contain a number of variables, multivariate methods are helpful in answering a variety of research questions. Accessible to students and researchers without a substantial background in statistics or mathematics, Essentials of Multivariate Data Analysis explains the usefulness of multivariate methods in applied research. Unlike most books on multivariate methods, this one makes straightforward analyses easy to perform for those who are unfamiliar with advanced mathematical formulae. An easily understood dataset is used throughout to illustrate the techniques. The accompanying add-in for Microsoft Excel can be used to carry out the analyses in the text. The dataset and Excel add-in are available for download on the book's CRC Press web page. Providing a firm foundation in the most commonly used multivariate techniques, this text helps readers choose the appropriate method, learn how to apply it, and understand how to interpret the results. It prepares them for more complex analyses using software such as Minitab, R, SAS, SPSS, and Stata.

Writing with Clarity and Style, 2nd Edition, will help you to improve your writing dramatically. The book shows you how to use dozens of classical rhetorical devices to bring power, clarity, and effectiveness to your writing. You will also learn about writing styles, authorial personas, and sentence syntax as tools to make your writing interesting and persuasive. If you want to improve the appeal and persuasion of your speeches, this is also the book for you. From strategic techniques for keeping your readers engaged as you change focus, down to the choice of just the right words and phrases for maximum impact, this book will help you develop a flexible, adaptable style for all the audiences you need to address. Each chapter now includes these sections: Style Check, discussing many elements of style, including some enhanced and revised sections Define Your Terms, asking students to use their own words and examples in their definitions. It's in the Cloud, directing students to the Web to locate and respond to various rhetorically focused items, including biographies and speeches. Salt and Pepper, spicing up the study of rhetoric by stretching students' thinking about how their writing can be improved, sometimes by attending to details such as punctuation, and sometimes by exploring the use of unusual techniques such as stylistic fragments. Review Questions, providing an end-of-chapter quiz to help cement the chapter ideas in long-term memory. Questions for Thought and Discussion, a set of questions designed for either in-class discussion or personal response. New to the Second Edition Additional examples of each device, including from world personalities and the captains of industry More and longer exercises, with a range of difficulty Advice from classical rhetoricians including Aristotle, Horace, Longinus, Cicero, and Quintilian.

During the past two or three decades, research in cognitive science and psychology has yielded an improved understanding of the fundamental psychological nature of knowledge and cognitive skills that psychological testing attempts to measure. These theories have reached sufficient maturity, making it reasonable to look upon them to provide a sound theoretical foundation for assessment, particulary for the content of assessments. This fact, combined with much discontentedness over current testing practices, has inspired efforts to bring testing and cognitive theory together to create a new theoretical framework for psychological testing -- a framework developed for diagnosing learners' differences rather than for ranking learners based on their differences.
This volume presents some initial accomplishments in the effort to bring testing and cognitive theory together. Contributors originate from both of the relevant research communities -- cognitive research and psychometric theory. Some represent collaborations between representatives of the two communities; others are efforts to reach out in the direction of the other community. Taking fundamentally different forms, psychometric test theory assumes that knowledge can be represented in terms of one or at most a few dimensions, whereas modern cognitive theory typically represents knowledge in networks -- either networks of conceptual relationships or the transition networks of production systems.
Cognitively diagnostic assessment is a new enterprise and it is evident that many challenging problems remain to be addressed. Still, it is already possible to develop highly productive interactions between assessment and instruction in both automated tutoring systems and more conventional classrooms. The editors hope that the chapters presented here show how the reform of assessment can take a rigorous path.

During the past two or three decades, research in cognitive science and psychology has yielded an improved understanding of the fundamental psychological nature of knowledge and cognitive skills that psychological testing attempts to measure. These theories have reached sufficient maturity, making it reasonable to look upon them to provide a sound theoretical foundation for assessment, particulary for the content of assessments. This fact, combined with much discontentedness over current testing practices, has inspired efforts to bring testing and cognitive theory together to create a new theoretical framework for psychological testing -- a framework developed for diagnosing learners' differences rather than for ranking learners based on their differences.
This volume presents some initial accomplishments in the effort to bring testing and cognitive theory together. Contributors originate from both of the relevant research communities -- cognitive research and psychometric theory. Some represent collaborations between representatives of the two communities; others are efforts to reach out in the direction of the other community. Taking fundamentally different forms, psychometric test theory assumes that knowledge can be represented in terms of one or at most a few dimensions, whereas modern cognitive theory typically represents knowledge in networks -- either networks of conceptual relationships or the transition networks of production systems.
Cognitively diagnostic assessment is a new enterprise and it is evident that many challenging problems remain to be addressed. Still, it is already possible to develop highly productive interactions between assessment and instruction in both automated tutoring systems and more conventional classrooms. The editors hope that the chapters presented here show how the reform of assessment can take a rigorous path.

This book provides a general introduction to the R Commander graphical user interface (GUI) to R for readers who are unfamiliar with R. It is suitable for use as a supplementary text in a basic or intermediate-level statistics course. It is not intended to replace a basic or other statistics text but rather to complement it, although it does promote sound statistical practice in the examples. The book should also be useful to individual casual or occasional users of R for whom the standard command-line interface is an obstacle. tinyurl.com/RcmdrBookThe site includes data files used in the book and an errata list. http://socserv.mcmaster.ca/jfox/Books/RCommander/Writing-Rcmdr-Plugins.pdf Writing R Commander Plug-in Packages

Neuropsychological and psychological evaluations in school settings are often rich in detail about a child's cognitive, academic and emotional functions, and come with specific recommendations to support the child's performance in school. However, there is often a gap between the assessment results and the implementation of the recommendations, since learning specialists and teachers frequently do not have the means to both interpret and implement the recommendations. This manual presents clear and specific guidelines for school counselors and teachers to decode and put into practice evaluation findings. The book begins by describing various functional domains that are assessed in a neuropsychological evaluation, and then notes how to recognize behavior and learning styles impacted by difficulty in one of more of the domains. Furthermore, it outlines activities that could be used in the classroom or other environments to support a child's weaknesses, develop new skills, or appear to particular strengths. Finally, ready-to-use worksheets and activities are offered. This is an essential tool for school psychologists, special education teachers, and learning specialists and counselors.

Designed for introductory research courses in the professional fields and social sciences, this text acquaints students and beginning researchers with a broad view of research methodologies and an understanding of the assumptions that inform each of these approaches. More experienced researchers will also find the book useful in acquainting them with methodologies and theoretical frameworks that are new to them. The text is distinguished by its avoidance of using the discreet categories of qualitative and quantitative methods to organize the chapters. While some chapter authors rely more on one or the other, many employ multiple methodologies to investigate particular problems and questions. Further, the book is not organized into single, contradictory positivist-interpretivist categories of research; chapter authors often situate methodologies within a variety of, and sometimes multiple, theoretical positions, particularly as these approaches are shaped by the historical context of social science research. Focus points in Foundations for Research: Methods of Inquiry in Education and the Social Sciences: research ethics.intertwined relationship of theory and research design. systematic examination of ways to design and implement high-quality, trustworthy research across varying research designs. specific methods for implementing research within various frameworks. pedagogical strategies.

Although articles reporting research studies are helpful in acquainting students with methodological approaches, they often make the process look so straightforward, clean, and effortless. It is rare to find an article that tells the "real" story behind the finished product. By having real researchers tell their own stories of "mucking around" with methodological and ethical issues in qualitative research, we get a more realistic, human story of the process. This is a collection of such stories. Authors were asked to describe their own experiences with methodological and ethical struggles as they engaged in their work. Each of the essays offers insight into the research approach used as well as particular issues which became apparent during the research process. Key issues raised by the authors include early learnings; gaining entry; overlapping, conflicting roles, and the boundaries of these roles; differential power relationships; who tells the story and whose story is told; ethical concerns related to confidentiality; and the influence of a researcher's particular philosophy or theoretical framework on his or her research. Throughout the book we see scholars whose personal stories or autobiographies intersect closely with their research projects. deMarrais introduces a unique framework to help students gain an overview of qualitative research methods and the underpinnings and processes in these approaches. This framework is centered on the ways we understand phenomena using qualitative research approaches that engage archival knowledge, narrative knowledge, or observational knowledge.

Neuropsychological and psychological evaluations in school settings are often rich in detail about a child's cognitive, academic and emotional functions, and come with specific recommendations to support the child's performance in school. However, there is often a gap between the assessment results and the implementation of the recommendations, since learning specialists and teachers frequently do not have the means to both interpret and implement the recommendations. This manual presents clear and specific guidelines for school counselors and teachers to decode and put into practice evaluation findings. The book begins by describing various functional domains that are assessed in a neuropsychological evaluation, and then notes how to recognize behavior and learning styles impacted by difficulty in one of more of the domains. Furthermore, it outlines activities that could be used in the classroom or other environments to support a child's weaknesses, develop new skills, or appear to particular strengths. Finally, ready-to-use worksheets and activities are offered. This is an essential tool for school psychologists, special education teachers, and learning specialists and counselors.