- R computing for the novice user; a statistical approach.
Convener: Kostas Mylonas
Professor in Research Methods and Statistics in Psychology
No, this is not a hands-on workshop; it is specifically designed mainly to introduce novice users of "R graphic user interface" to the basics of data handling, the basics of computation through R along with and simple programming through this package –all through a theoretical statistical approach covering an extensive array of descriptive and inferential statistical analysis. Getting acquainted with R is the first step towards using it wisely and effectively.
R is a powerful computing machine really. First it makes its entrance as the "new" and handy tool, free and open-source, proclaiming its availability to all –all this are very nice features indeed. It then lures us into a superficially cumbersome but actually routine-like and never-ending software installation, allowing access to endless libraries-packages organized by the user around a central "command center". It then opens up its doors to invite us to a wide-range of mathematical and statistical calculations, which are activated by the user-researcher on demand and may be further tailored to ones aims and needs. With a little help of command language and by having mastered the above, one can first manage research data and then start calculating from basic statistics to inferential outcomes, from graphs to distributional functions, and many more, always holding an upper hand. It can certainly get very complicated and advanced, as one moves to the "real stuff", depending on the user's statistical needs and research design.
Interested? See you there!
- Experience Sampling Methods in Developmental Psychology: Promises and Pitfalls (EACP 2019)
Loes Keijsers & Savannah Boele
Tilburg University, Developmental Psychology & Tilburg Experience Sampling Center
The Experience Sampling Method (ESM) have increased in popularity lately (Van Roekel et al in press). With mobile phone apps, adolescents can indicate at several random times a day how they feel, with whom they are interacting, and what they are doing. Capitalizing on this new technological development thus offers the unique possibility to examine the daily mechanisms of development, as they occur in real time. Moreover, when the resulting data are long enough (e.g., more than 50 assessments per persons) it can helpD to determine per individual what the daily ingredients are for health and well-being (see Keijsers & Van Roekel, 2018). This requires a careful consideration of the study design and analyses. This workshop is intended to get started in designing a study and analyzing the Experience Sampling data.
In this introductory workshop, you will learn:
In the morning:
• The conceptual rationale for conducting an Experience Sampling study
• The basic design choices to make with setting up an ESM study (including instruments, scales, sampling scheme, and power issues)
• The pitfalls to prevent in setting up a study
• An example of ESM studies in parenting research
• Assignment. Designing your own ESM study
In the afternoon (two choices):
If you are familiar with the basics of R
• Introduction into multilevel analysis
• How to analyze your own ESM data using multilevel models in R
• Setting up your first ESM study in EthicaData Software
o Introduction into the software
o Setting up your own questions
o Learning how to use branching and decision trees
o Programming a sampling scheme
o Monitoring the data collection
It is intended for everyone with an interest in setting up or analyzing Experience Sampling studies. We will ask participants to take part in an ESM study in the week before the workshop, so you can analyze your own data and learn more about your own emotional dynamics.
Van Roekel, E., Keijsers, L., & Chung, J. (in press). A Review of Current Ambulatory Assessment Studies in Adolescent Samples and Practical Recommendations. Journal of Research on Adolescence.
Keijsers, L. & Van Roekel, E. (2018). Longitudinal methods in adolescent psychology. Where could we go from here? And should we? In L.B. Hendry & M. Kloep (Eds.), Reframing Adolescent Research. London & New York: Routledge.
- Designing School based Comprehensive Mental Health Services
Achilles N. Bardos, Ph.D.
Univ. of Northern Colorado, USA
School Psychology Programs
Recognizing the connection between mental health and academic performance and the need to address its students’ academic and behavioral health needs several schools in the United States have successfully developed comprehensive behavioral health models to guide the implementation of what is now termed Multi-Tier Systems of Support (MTSS). These models recognize the need and require the accumulation of data for the decision making process starting from (a) staff buying out and removal of barriers to implementation of MTSS, (b) exploring staff needs through needs assessment surveys (d) gathering screening data about students and identifying those at risk and (e) forming school based teams to translate behavioral screening data to evidence-based interventions.
This workshop will present the various steps and challenges one might encounter when integrating all behavioral data available to identify at-risk students and how to proceed with the design of interventions. For example, universal screening data along with behavioral outcome measures will be discussed along with the strengths and weaknesses of both and how they can inform and facilitate the process of progress monitoring of interventions. The use of universal screening tools (i.e the Behavior Intervention Monitoring Assessment System -BIMAS; McDougal, J., Bardos, A., & Meier, S. (2011) at the district, school, grade/class, and individual level will be discussed, with a review of technology related challenges, and successes. Implementation rate of universal screenings for behavior among schools across the USA have been low (about 2%) despite the recognition of the importance of social emotional leaning for students. This workshop will share what has been learned from some schools who implemented the behavior health model services the last four years along with a review of the relevant literature. For example, within the MTSS for behavior framework, other data are accessed (e.g., office disciplinary referrals, attendance records, suspensions, teacher informal ratings, academic performance. This data allow school personnel to match and determine the level of need, select appropriate interventions and discuss plans for monitoring the progress and outcomes of the interventions.
School based team conversations lead to interventions across the three MTSS Tiers of services elaborating on the roles and functions of school and community personnel. MTSS typically involves three tiers. At Tier 1 for example, an important first step to address before moving toward student-level interventions is whether the core features of a primary prevention plan is in place (Lane, Oakes, Ennis, & Hirsch (2014), including the connection to academic data and whether primary preventions efforts are leading to expected outcomes. If a universal prevention curriculum is in place do students respond as expected (about 80%)? Next, are the Tier 2 and 3 supports and efforts lead to desirable outcomes? Which interventions should be employed based on the comprehensive data collected and the entire progress monitoring efforts, etc.? Many interventions vary in scope and intensity. Traditionally they include small group interventions, low-intensity supports such as behavioral contracts and self-monitoring, or it may be necessary to build specific skill sets through individual interventions.
The workshop will review various decision making points and how they inform our practice from the early universal screening efforts to the design and monitoring of prevention and intervention efforts. The workshop will allow participants to see how such a system is gradually built throughout each tier and for all grade levels and how to best engage families and mental health partners around tiered levels of intervention.
Participants will gain knowledge of the core components of comprehensive behavior health models and how to engage staff, students and families in the process of incorporating the model.
Participants will learn about universal screening and analyzing data to inform decisions for prevention and interventions at the Tier 1, 2 and 3 levels.
Participants will learn about tiered levels of interventions and their alignment to various sources of behavioral data.
Henderson, J., & Strain, G. (2009). Screening for social emotional concerns: Considerations in the selection of instruments. Tampa, FL: Technical Assistance Center on Social Emotional Intervention for Young children, University of South Florida.
Lane, K.L., Peia Oakes, W., Parks Ennis, R., & Eisner Hirsch, S. (2014). Identifying Students for Secondary and Tertiary Prevention Efforts: How Do We Determine Which Students Have Tier 2 and Tier 3 Needs?. Preventing School Failure, 58(3), 171-182.
McDougal, J., Bardos, A., & Meier, S. (2016). Behavioral Intervention Monitoring and Assessment System- 2nd Edition (BIMAS-2). Greeley, Colorado, USA Edumetrisis, LLC.
- Special ERU pre-conference workshop
HOW TO BE PRODUCTIVE IN TERMS OF SCIENTIFIC WRITING: PRACTICES AND TECHNIQUES
by ERU Board
Lionetti F., Miklikowska M., Mastrotheodoros S., Musso P., Ranta M., and Schachner M.
The workshop is aimed at supporting the skills necessary to be productive, effective and efficient in terms of scientific writing as well as able to research and obtain funds for research. Both writing a paper and a grant proposal are creative and complex adventures, but they cannot be realized without a series of abilities that need to be developed over time even with the support of more experienced colleagues. Therefore, the workshop wants to provide an opportunity for all those who are at the beginning of their careers to grow and want to experiment with the fascination of modern scientific production.
- The workshop is mainly aimed at early-stage researchers and younger people will be privileged.
- The registration is made by sending an e-mail to the address of both the ERU president and secretary (firstname.lastname@example.org and email@example.com).
- There is no specific registration fee for the workshop, but it is mandatory to certify the registration to the congress while sending the emails.
- A maximum of 20 participants are allowed.
- Attending students are strongly advised to bring with them a draft manuscript or a paper outline on which they will work in the second part of the workshop.
08.00-08.15 (Pasquale Musso)
08.15-10.15 (Mastrotheodoros S.)
- The importance of the Unions among early career researchers at European level: ERU experiences.
- How to be productive as an early career researcher.
- How to pick research topics.
- Tips for networking and collaboration in an international panel.
10.30-12.00 (Schachner M.)
- Navigating the publication process in an international field.
- Writing a research paper in the psychological and social science.
- APA publishing criteria.
- Authorship issue.
- Practical examples.
12.00-13.00 (Lionetti F.)
- How to search for funding.
- Writing a grant proposal.
- Practical examples.
- Free lunch.
14.00-16.00 (Miklikowska M., Musso P., Ranta M.)
- Work with participants on academic writing: Setting up a research paper from introduction to discussion.