professional counseling literature

Please no plagiarism and make sure you are able to access all resource on your own before you bid. Main references come from Balkin, R. S., & Kleist, D. M. (2017) and/or American Psychological Association (2014). Assignments should adhere to graduate-level writing and be free from writing errors. I have also attached resources given to complete the assignment. Please follow the instructions to get full credit. I need this completed by 10/12/19 at 7pm. The case number you will focus on is #2. You will complete only part 2 of the worksheet attached because part 1 has been completed.

Assignment – Week 7

In Week 5, you selected a case study for your Final Project research investigation. In Part 1 of the Final Project Worksheet, you identified the client, mental health disorder, and counseling intervention that will be the focus of your research. This week, you will complete Part 2 of the Final Project Worksheet. The goal of this Assignment is to conduct a review of the professional counseling literature and identify current, peer-reviewed articles to support your Final Project.

To Prepare

Review the media program, Final Project Worksheet Part 2, and consider your next steps for your Part 2 Final Project assignment.
Review the Final Project Worksheet you used for your Part 1 Assignment, and use Part 2 of this worksheet to complete this Final Project assignment.
Incorporate any feedback you received on Part 1 from your Instructor during Week 5.
Search the Walden Library and choose three articles that relate to the intervention and mental health issue that you chose for your Final Project using the criteria below:
Three current (last 10 years) and peer-reviewed articles from professional counseling journals.
Include at least one quantitative and one qualitative research design.
Do NOT use meta-analysis type articles.
Verify that the research is not outside of the scope of practice for a professional counselor.
For each article you chose, be sure to provide:
A complete citation of the article
The methodology used in each article
Permalink for each article
Note: Please see the Final Project Worksheet for specific details.

Final Project Assignment

· Complete Final Project Part 2 of the Final Project Worksheet.

Required Resources

Balkin, R. S., & Kleist, D. M. (2017). Counseling research: A practitioner-scholar approach. Alexandria, VA: American Counseling Association.

Chapter 8, “Examining Differences Within Groups and Single-Case Research Designs”
Chapter 9, “Synthesizing Research Results Using Meta-Analysis”
Caruth, G. g. (2013). Demystifying mixed methods research design: A review of the literature. Mevlana International Journal Of Education, 3(2), 112-122. doi:10.13054/mije.

Note: You will access this article from the Walden Library databases.

Foster, L. H., Watson, T. S., Meeks, C., & Young, J. S. (2002). Single-subject research design for school counselors: Becoming an applied researcher. Professional School Counseling, 6(2), 146.

Note: You will access this article from the Walden Library databases.

Walden University Course Guides (2017). COUN 6626 Research Methodology and Program Evaluation: Week 7. Retrieved from

Document: Final Project Worksheet

Required Media

Laureate Education (Producer). (2017g). Mixed methods: An example [Video file]. Baltimore, MD: Author.

Note: The approximate length of this media piece is 11 minutes.

Accessible player –Downloads– Download Video w/CC Download Audio Download Transcript

Credit: Provided courtesy of the Laureate International Network of Universities.

Laureate Education (Producer). (2017d). Final project worksheet part 2 [Audio file]. Baltimore, MD: Author.

Note: The approximate length of this media piece is 10 minutes.

Accessible player –Downloads– Download Video w/CC Download Audio Download Transcript
Mixed Methods: An Example

© 2017 Laureate Education, Inc. 1

Mixed Methods: An Example Program Transcript

NARRATOR: Doctor Debra Rose Wilson’s study provides an excellent example of a mixed method research design. Note why this is the case, as she explains her research question and study.

DEBRA ROSE WILSON: My background’s in health care and my PhD Is in Health Psychology. And I teach in the School of Psychology, as well as in the School of Nursing. I’m a nurse as well, so I come into this with a health perspective, looking at research from a holistic perspective, recognizing that if we’re examining any phenomena within health, that we have to look at it from many angles. That it isn’t always just cause and effect.

For example, in cardiovascular disease, it isn’t just genetics that causes the disease, it’s diet, it’s whether they had an angry personality, how much social support they had, it’s even with your breasts fed or not, as an infant. All of those factors contribute to the disease.

And from a health care perspective it was important to look at all those factors. When you look at quantitative data, that’s very valid for health care. We need to know those hard numbers. We need to know the biomarkers, or the results of blood tests, or results of EEGs, and blood pressure, and pulse. Those are all important in health care.

But so is the subjective perception of pain, for example. While we can measure blood pressure and pulse during pain, and look at the objective science of pain, it’s really difficult to express and understand the patient’s perspective of pain. That’s why it’s so important to look at health care from a mixed methodology approach.

My area of expertise is working with adult survivors of childhood sexual abuse. I also had a background in relaxation techniques and complementary alternative therapies. And for me, it made sense to combine the two areas of expertise in my area of research.

The research area that I look at, consequently, is mind body. The influence that our attitudes, our beliefs, our perception of stress has on our biology. And this was important to apply to the population of adult survivors of childhood sexual abuse.

We didn’t really know how adult survivors dealt with stress. We knew that they tended to overreact to stress. They tended to use more denial and inappropriate, maladaptive coping mechanisms when they were stressed. And they tended to perceive more stress in their environment as well. We really didn’t know if stress management was effective for this population.

Mixed Methods: An Example

© 2017 Laureate Education, Inc. 2

The study I’m talking about is a mixed method approach to examining the effectiveness of stress management. My study explored the experience of stress management from a holistic perspective. 35 adult survivors of childhood sexual abuse participated in four weeks of stress management training.

And so from a holistic perspective, I wanted to gather as much data as possible, both quantitative and qualitative. And I did this from a holistic approach so that I gathered objective data, which are those biomarkers, those hard numbers. And for that I examined their salivary immunoglobulin A.

Saliva was collected from the participants and we sent it to a lab and looked at how much immunoglobulin A they had in their saliva. Immunoglobulin A is the immuno-protector of our mucus membranes of our digestive system and our respiratory system, for example. And it was an easy way to get a sample because I didn’t have to draw blood and stress them again.

Another parameter that I wanted to check was subjective data. How did they interpret their ways of coping? And I used Folkman and Lazarus’ Ways of Coping Questionnaire, which is a subjective measure of coping. And I also examined that before and after the intervention, as I did the salivary IgA before and after the four week intervention of stress management classes.

The third part of my study, I gathered intersubjective data. When doing qualitative interviews, you can’t really take the researcher out of the research. There’s something that happens between the participant and the researcher that’s relevant. And that interview process is intersubjective.

So for this study, I gathered objective data, subjective data, and intersubjective data. It’s really important when you’re gathering intersubjective data to recognize that it is intersubjective, that the researcher’s bias is involved. And so when you’re doing any kind of qualitative piece of research, you have to recognize what your biases are.

I wasn’t sexually abused as a child. I had to recognize that I had bias, that I had pre-assumptions about what it was like to be sexually abused as a child, but I had not experienced it. When I was able to put those ideas down and recognize them as my bias, and then set them aside, it was much easier to gather intersubjective data.

Another really important point about intersubjective data, and when you’re doing any kind of qualitative interview, is to be truly present with the person that you’re with. True presence means that you’re consciously and intentionally setting aside all those running thoughts that are running at the back your head and focusing on what your participant is saying. Your participant knows when you’re in true presence with them.

Mixed Methods: An Example

© 2017 Laureate Education, Inc. 3

They know that you’re focused on them. And you get a better rapport, and you get a better understanding of what their experience is when you’re truly focused on what they’re saying and what their body is saying, as well, that you’re being objective, and looking at their responses, and matching their body language to what they’re saying.

So to summarize, the objective data gathered was that salivary immunoglobulin A, a lab test, quantitative data. The subjective data was the Ways of Coping Questionnaire by Folkman and Lazarus, which really examined their interpretation of how they were coping. And thirdly, the intersubjective data was the interview at the end of the four weeks, where you consciously…