PAPER - III: Statistics and Research Methodology
Aim:
The aim of this paper is to elucidate various issues involved in conduct of a sound
experiment/survey. With suitable examples from behavioral field, introduce the trainees to the
menu of statistical tools available for their research, and to develop their understanding of the
conceptual bases of these tools. Tutorial work will involve exposure to the features available in a
large statistical package (SPSS) while at the same time reinforcing the concepts discussed in
lectures.
Objectives:
By the end of Part – II, trainees are required to demonstrate ability to:
1. Understand the empirical meaning of parameters in statistical models
2. Understand the scientific meaning of explaining variability
3. Understand experimental design issues - control of unwanted variability, confounding and bias.
4. Take account of relevant factors in deciding on appropriate methods and instruments to use in
specific research projects.
5. Understand the limitations and shortcomings of statistical models
6. Apply relevant design/statistical concepts in their own particular research projects.
7. Analyze data and interpret output in a scientifically meaningful way
8. Generate hypothesis/hypotheses about behavior and prepare a research protocol outlining the
methodology for an experiment/survey.
9. Critically review the literature to appreciate the theoretical and methodological issues involved.
RCI M.Phil Clinical Psychology Revised Syllabus 2009 50Academic Format of Units:
The course will be taught mainly in a mixed lecture/tutorial format, allowing trainees to participate
in collaborative discussion. Demonstration and hands-on experience with SPSS program are
desired activities.
Evaluation:
Theory - involving long and short essays, and problem-solving exercises
Syllabus:
Unit - I: Introduction: Various methods to ascertain knowledge, scientific method and its features;
problems in measurement in behavioral sciences; levels of measurement of psychological variables
- nominal, ordinal, interval and ratio scales; test construction - item analysis, concept and methods
of establishing reliability, validity and norms.
Unit - II: Sampling: Probability and non-probability; various methods of sampling - simple random,
stratified, systematic, cluster and multistage sampling; sampling and non-sampling errors and
methods of minimizing these errors.
Unit - III: Concept of probability: Probability distribution - normal, poisson, binomial; descriptive
statistics - central tendency, dispersion, skewness and kurtosis.
Unit - IV: Hypothesis testing: Formulation and types; null hypothesis, alternate hypothesis, type I
and type II errors, level of significance, power of the test, p-value. Concept of standard error and
confidence interval.
Unit - V: Tests of significance - Parametric tests: Requirements, "t" test, normal z-test, and "F" test
including post-hoc tests, one-way and two-way analysis of variance, analysis of covariance,
repeated measures analysis of variance, simple linear correlation and regression.
Unit – VI: Tests of significance - Non-parametric tests: Requirements, one sample tests – sign test,
sign rank test, median test, Mc Nemer test; two-sample test – Mann Whitney U test, Wilcoxon rank
sum test, Kolmogorov-Smirnov test, normal scores test, chi-square test; k sample tests - Kruskal
Wallies test, and Friedman test, Anderson darling test, Cramer-von Mises test.
Unit - VII: Experimental design: Randomization, replication, completely randomized design,
randomized block design, factorial design, crossover design, single subject design, non-
experimental design.
Unit - VIII: Epidemiological studies: Prospective and retrospective studies, case control and
cohort studies, rates, sensitivity, specificity, predictive values, Kappa statistics, odds ratio, relative
risk, population attributable risk, Mantel Haenzel test, prevalence, and incidence. Age specific,
disease specific and adjusted rates, standardization of rates. Tests of association, 2 x 2 and row x
column contingency tables.
Unit - IX: Multivariate analysis: Introduction, Multiple regression, logistic regression, factor
analysis, cluster analysis, discriminant function analysis, path analysis, MANOVA, Canonical
correlation, and Multidimensional scaling.
Unit - X: Sample size estimation: Sample size determination for estimation of mean, estimation of
proportion, comparing two means and comparing two proportions.
Unit - XI: Qualitative analysis of data: Content analysis, qualitative methods of psychosocial
research.
Unit - XII: Use of computers: Use of relevant statistical package in the field of behavioral science
and their limitations.
Essential References:
Research Methodology, Kothari, C. R. (2003). Wishwa Prakshan: New Delhi
Foundations of Behavioral Research, Kerlinger, F.N. (1995). Holt, Rinehart & Winston: USA
RCI M.Phil Clinical Psychology Revised Syllabus 2009 52Understanding Biostatistics, Hassart, T.H.
(1991). Mosby Year Book
Biostatistics: a foundation for analysis in health sciences, 8th ed, Daniel, W.W. (2005). John
Wiley and sons: USA
Multivariate analysis: Methods & Applications, Dillon, W.R. & Goldstein, M. (1984), John
Wiley & Sons: USA
Non-parametric statistics for the behavioral sciences, Siegal, S & Castellan, N.J. (1988).
McGraw Hill: New Delhi
Qualitative Research: Methods for the social sciences, 6th ed, Berg, B.L. (2007). Pearson
Education, USA
Lecture notes of D. Dutta Roy
Saturday, December 27, 2014
Thursday, December 25, 2014
Rabindrik Psychotherapy and Violence prevention in school
Factors affecting school violence:
http://www.nssc1.org/factors-affecting-school-violence.html
- The home environment plays a crucial part in changing a child’s behavior. Parents who abuse their children constantly are subjected to immense mental pressure as they grow up to develop an arrogant nature. Parents tend to offend their children publicly which makes perform violent acts outside. So it is very important to look and keep an eye on the children at an early age without telling them. Parents should provide better attention, care and love their children an also teach them certain manners at an early age. Good characteristics can be achieved by children more motivating advices from parents.
- People nowadays tend to have problems relating family matter constantly. We should be very cautious not to involve the child. Rough acts between parents tangles the child in an awkward situation from where he/she can develop a violent attitude.
- Another major factor is the school itself as it is where the child spends most of its time in the mornings. Teachers should not pressurize students too much as it has bad effect on them. A teacher should carefully select his/her punishment types as severe punishments have major effects on children. Constant occurrence of punishments may drive a student to have permanent scars mentally and physically which may or may not heal totally. Students who store their anger and hatred inside may have outbursts which might have severe consequences.
- Parents and teachers should also monitor the children’s friend circle as it also plays a part in the sudden change of behavior. Neighborhood friends should also be advised as to which kinds should be selected. A good friend will obviously have a positive result and the same can also happen with a bad one.
By RADHA VINOD JALAN A DISSERTATION PRESENTED TO THE GRADUATE COUNCIL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY UNIVERSITY OF FLORIDA 1976
Tagore's philosophy of nature is the subject of "The Schoolmaster" (June, 1924) which was a lecture delivered in Japan. Tagore based his arguments on the fundamental as sump-, tion that nature's own purpose is to give the child its full- ness of growth, and that in imposing our own purpose of giv- ing it some special direction we are distrusting nature's purpose. Thus, it is only through freedom that man can attain his fullness of growth. He postulated three kinds of freedom, freedom of mind, freedom of heart and freedom of will. Free- dom of mind is opposed to the adult's system of concentration of mind and a child can grow fully only when he is given free- dom to express himself, to explore the world on his own. Actually, due to this philosophy Tagore never used any coercion or punishment against the naughty boys in his school. He interpreted freedom of heart as unrestricted human relation- ship. In the school, he feels, teachers should substitute for the mother in providing freedom of love to the children through their understanding, sympathy and free companionship. . Finally, freedom of will or the free activity of soul con- sists in creating one's own world. The way to bring this
Ref:http://archive.org/stream/tagorehiseducati00jala/tagorehiseducati00jala_djvu.txt
Alochana" (July, 1925) — A Discourse, in which a special reference is made to the conduct of the institute's inmates in minute practical details. In his code of manners, Tagore emphasizes the importance of suitable greetings with different persons on different occasions, of the excellent tradition of hospitality of the asram, of punctuality, of clean and proper dress according to occasions, and of the maintenance of general cleanliness of the hostel rooms, furniture and personal effects as well as of the surroundings, as a sign of good manners and self-respect. Emphasizing the need of the cultivation of sociability among the pupils of the institution, he suggested that the different student hostels should invite one another to social and cultural functions organized by them. He also points out that physical education is inseparable from mental education. He refers to his idea about "the peripatetic" or mobile school, that is, teaching and learning while walking. He believes that this not only facilitates learning many things through direct observation but it keeps our awakened mental faculties constantly alert and receptive through contact with ever varying scenes and objects.
* and the atmosphere in his school. The book was written during
Pearson's trip to Japan and he mentioned in the book that though he was outside the asram at the time he kept on think- ing about it all the time (Pearson, 1965, p. 10). Among the things which he described about schools are student committees, magazines, open classrooms, excursions, intimacy between stu- dents and teachers, sports, and daily routine. There Were about 2 teachers and staff for 150 students. There was no headmaster, the school was under the management of an executive committee elected by the teachers themselves, and one of its members was elected each year as the executive head. He was entrusted with the practical management of the institution. In each subject one of the teachers was elected as director of studies and he with the other teachers in the same subject discussed the books and methods to be adopted. However, each teacher enjoyed perfect freedom to work out his own methods in the way he thought best. If Tagore was present at Santiniketan he would preside at the meetings and even taught classes (Pearson, 1965, pp. 20-21). Though Bengali was the medium of education, English was taught as a second language. Pearson also commented about the students' love for young children and their attitude towards service to others. Pearson's book is more of a description of the school than
*of Visva-Bharati's curriculum, Tagore's theory regarding
education and the daily schedule of the institution. It has also mentioned different requirements for different levels of studies. The writer feels that "Rabindranath has given to India an experimental school based on a synthesis of the ideals of ancient Indian education and of modern Western edu- cation. It is an Indianized educational institution for the formation and growth of social solidarity, on which alone the true progress of India depends. The institution spells freedom — freedom of mind, freedom of will, and above all, freedom of sympathy" (Cornelius, 1930, p. 162). The writer is full of praise for Tagore's unique contribution to the world and hopes that "just as Rabindranath ' s sympathetic response to the cry of the childhood suffering from a system of education which is crushing its body and soul, has given to India the Shantiniketan school, so also the cry of suffer- ing humanity from the world-wide disaster brought about by the great war and the mentality which led to it, has caused Tagore to bring to India his gift of Visva-Bharati or the International University. Here man is to grow in the knowl- edge that his own interests are bound up intimately with those of other human beings, and also that wealth can never satisfy the innermost cravings of the human soul" (Cornelius, 1930,
*
THE POEMS
Where The Mind Is Without Fear
Where the mind is without fear and the head is held high
Where knowledge is free
Where the world has not been broken up into fragments
By narrow domestic walls
Where words come out from the depth of truth
Where tireless striving stretches its arms towards perfection
Where the clear stream of reason has not lost its way
Into the dreary desert sand of dead habit
Where the mind is led forward by thee
Into ever-widening thought and action
Into that heaven of freedom, my Father, let my country awake.
Where knowledge is free
Where the world has not been broken up into fragments
By narrow domestic walls
Where words come out from the depth of truth
Where tireless striving stretches its arms towards perfection
Where the clear stream of reason has not lost its way
Into the dreary desert sand of dead habit
Where the mind is led forward by thee
Into ever-widening thought and action
Into that heaven of freedom, my Father, let my country awake.
Tagore's India:
http://www.nobelprize.org/nobel_prizes/literature/laureates/1913/tagore-article.html
My postings in facebook
Subscribe to:
Posts (Atom)