S- experiments and RCTS Flashcards
pros of RCTS
test hypothesis
test treatment
conclude cause and effect
replicable should be high(controlled conditions)
cons
ecological validity
reductionist
possible demand characterises
what are RCTs
design to target hypothesis
use two groups/conditions which differ to pr-deifned IV
iv manipulated research
( experimental )
whats regression to the mean
when varibales higher or lower are much closer to the mean when measured again
golden standard
for studying casual relationships
as experimental they are
randomised
double blind( both experimenter and subject)
types of treatment
efficacy-intervnetion produces expected results
effectiveness- measure degree of benefit effects in real work (clinical setting)
CASE STUDY
Smith et al 2015- computerised CBT for depressed adolesents- randomised controlled trial
intro
aims
and why
- to test effienct of stressbust and computerised CBT for young people with depression
- effective psychology yheory not accessed by most adolescents- depression most common in adolsents
potentai imporving access
method
-random allocated
-measure taken basline(begginig) follow up
-stage 1-12 to 16= moderate depression C-CBT- face to face cvt analyse- depresson, behaviour and problem solve
stage 2- sug depression included randomised conrtol of stressbuster vs waiting list
- adolsents-
parents and teachers
3 and 6 month follow up from stressbuster and waitlist conducted trial for 8 weeks
measures
MFQ-C- suitable for 8-17
parents- SCARED
TEACHERS SDQ
results
treatment compared to control
-C-CBT TO WAITLIST- sig and clinical improvement to anxiety and depression- from adolescent self report and parent report
-fewer absenst who reviced C-CBT
discussion
- limitation-
future research-
- small numer of particpant parents, teacher and lack of diagnstic clinical interview
-engage full with educateor and parents to inclrease uptake- teacher not any imporvments
