What research?In December 2011 Dr Rob Briner was giving an after dinner speech at the Special Group in Coaching Psychology (SGCP) conference dinner, in which he highlighted the lack of empirically sound research for the discipline of coaching psychology. He asked the audience to give examples of coaching psychology research. Radio silence. Followed by an air of disgruntlement. Once I personally got over the feeling of being caught out for not doing my homework, I wanted to offer some suggestions. Not regarding specific published research, but regarding my own experiences of trying to conduct solid coaching psychology research. The moment had gone, but I did havethe opportunity to discuss this with colleagues at the conference the next day, and was subsequently asked to share my thoughts more widely, hence this article. Thefollowing discussion outlines some practical explanations for the proposed dearth of solid empirical research. It also highlights that there is some good research out there already, and looks at how we can make this more accessible, as well as encouraging more evidence published by practitioners.

Community-based participatory research (CBPR) answers the call for more patient-centered, community-driven research approaches to address growing health disparities. CBPR is a collaborative research approach that equitably involves community members, researchers, and other stakeholders in the research process and recognizes the unique strengths that each bring. The aim of CBPR is to combine knowledge and action to create positive and lasting social change. With its origins in psychology, sociology, and critical pedagogy, CBPR has become a common research approach in the fields of public health, medicine, and nursing. Although it is well aligned with psychology's ethical principles and research aims, it has not been widely implemented in psychology research. The present article introduces CBPR to a general psychology audience while considering the unique aims of and challenges in conducting psychology research. In this article, we define CBPR principles, differentiate it from a more traditional psychology research approach, retrace its historical roots, provide concrete steps for its implementation, discuss its potential benefits, and explore practical and ethical challenges for its integration into psychology research. Finally, we provide a case study of CBPR in psychology to illustrate its key constructs and implementation. In sum, CBPR is a relevant, important, and promising research framework that may guide the implementation of more effective, culturally appropriate, socially just, and sustainable community-based psychology research. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Transactions of the New York Academy of SciencesVolume 7, Issue 8 Series II p. 220-235 SECTION OF PSYCHOLOGY: Research in Aviation Psychology Morris S. Viteles, Morris S. Viteles Doctor, Professor of Psychology, Chairman University of Pennsylvania, Philadelphia, Pa. National Research Council Committee on Selection and Training of Aircraft Pilots.Search for more papers by this author Morris S. Viteles, Morris S. Viteles Doctor, Professor of Psychology, Chairman University of Pennsylvania, Philadelphia, Pa. National Research Council Committee on Selection and Training of Aircraft Pilots.Search for more papers by this author First published: June 1945 https://doi.org/10.1111/j.2164-0947.1945.tb00204.xCitations: 1AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume7, Issue8 Series IIJune 1945Pages 220-235 RelatedInformation

In this short Opinion piece, I outline how iPad apps can facilitate theory development, data collection, data representation and dissemination of postgraduate psychology research. I reflect on how apps supported my own postgraduate research practice and how one particular app – Our Story – enriched the individual stages of my research enquiry. I argue that iPad apps are part of an emerging metaphor according to which postgraduate psychology is a dynamic and iterative research process, rather than a linear static model

This review aims to provide a brief introduction of the utility of magnetic resonance imaging (MRI) methods in pediatric psychology research, describe several exemplar studies that highlight the unique benefits of MRI techniques for pediatric psychology research, and detail methods for addressing several challenges inherent to pediatric MRI research. Literature review. Numerous useful applications of MRI research in pediatric psychology have been illustrated in published research. MRI methods yield information that cannot be obtained using neuropsychological or behavioral measures. Using MRI in pediatric psychology research may facilitate examination of neural structures and processes that underlie health behaviors. Challenges inherent to conducting MRI research with pediatric research participants (e.g., head movement) may be addressed using evidence-based strategies. We encourage pediatric psychology researchers to consider adopting MRI techniques to answer research questions relevant to pediatric health and illness.

Photovoice is a visual qualitative data collection method that is increasingly being used in health psychology research for its ability to provide rich and informative data. The aim of this methodological discussion paper is to critically review the effectiveness of photovoice as a qualitative data collection tool, as well as its costs and benefits, by drawing on examples from relevant health–related literature. This paper also presents a brief guide to carrying out an effective photovoice study.

Zhou et al.'s (2024) central claim is that industrial-organizational (I-O) psychology research is overly focused on large businesses, and as such, tends to produce irrelevant theories and impractical recommendations for small businesses.I disagree and argue instead that the I-O literature has produced numerous insights into workplace behavior that are relevant to organizations of all sizes.More so, many of the recommendations gleaned from the I-O literature can be easily implemented, require few (if any) financial resources, and are accessible to both large and small businesses alike.I provide examples from two fundamental domains of organizational functioning: hiring and managing employees.

Although most junior faculty are expected to produce research, studies suggest that mentorship and support for promoting their research careers may be limited. Accordingly, in 2003, the School Psychology Research Collaboration Conference (SPRCC) was developed as an opportunity for early career scholars to establish scholarly networks and collaborate with peers and top researchers in the field of school psychology. The conference was intended to both facilitate important and collaborative research, while also enhancing the productivity among early career participants. The purpose of this study was to evaluate the outcomes of the SPRCC on the research trajectories of 147 participants between 2003 and 2015. The findings indicate that SPRCC has positive research outcomes, especially for participants from institutions with the highest research activity, those with more publications prior to SPRCC, and males. Implications for the field and ideas for future research are discussed.

As a research technique that has grown rapidly in applications in many scientific disciplines, cluster analysis has potential for wider use in counseling psychology research. We begin with a simple example illustrating the clustering approach. Topics covered include the variety of approaches in clustering, the times when cluster analysis may be a choice for analysis, the steps in cluster analysis, the data features, such as level, shape, and scatter, that affect cluster results, alternate clustering methods and evidence indicating which are most effective, and examples of clustering applications in counseling research. Although we make an attempt to provide a comprehensive overview of major issues, the reader is encouraged to consult several good recent publications on the topic that are especially relevant for psychologists. Cluster analysis is a classification technique for forming homogeneous groups within complex data sets. Both the clustering methods and the ways of applying them are extremely diverse. Our purpose in writing this article is to provide an introduction and a road map for applying these techniques productively to research in counseling psychology. The cluster analysis literature is huge, is scattered among many diverse disciplines, and is often arcane. We have made an attempt to cull those aspects most relevant and useful to psychologists from this literature. Most of the discussion in the psychological community about how best to apply cluster analysis to obtain robust, valid, and useful results has taken place within the past 5 years. We seem to be on the verge of a consensus, which has long been needed in an often bewildering field. In the past 30 years, a number of clustering methods, often with their own vocabulary and approaches, have sprouted within a wide variety of scientific disciplines. The earliest sustained applications were in problems of biological classification, within the field called numerical taxonomy (Sokal & Sneath, 1963). Today, clustering is applied to problems as different as the grouping of chemical structures (Massart & Kaufman, 1983) and the classification of helpful and nonhelpful events in counseling (Elliott, 1985). Computerized methods for generating clusters have been developed and made increasingly available over the last decade. Applications of clustering have mushroomed in many disciplines, including the social sciences. In an annual bibliographic search performed by the Classification Society (Day, 1986) 1,166 entries are shown for the 1985 scientific literature alone.

Contrary to other non-probability sampling methods in which researchers actively recruit potential participants, respondent-driven sampling (RDS) relies on connection and trust within social networks to access hidden or hard-to-reach populations through a peer-to-peer recruitment process. These interdependency relations aligned with Indonesian communal culture. Personal network size calculation in the RDS method makes this innovative sampling method approximate random sampling methods, where findings from the sample could be generalized to the target population. Considering its superiority, the RDS method could be applied in social psychology research in Indonesia to explore current sensitive social issues among hidden or hard-to-reach Indonesian sub-populations, for instance, radical religious groups. The current article aimed to concisely describe the RDS method; discuss ethical considerations, strengths, and weaknesses of the RDS method; and outline the potential use of the RDS method in improving the contribution of social psychology research in Indonesia, for example, by advancing strategies for social intervention programs. It is followed by a brief step-by-step process to conduct a study using the RDS method.