Williams et al (2013) In class Assessment

Killing two birds with one stone: A paper 2 contemporary study and Paper 3 Methods Skills

Williams (2013) In-class Closed Book Assessment

This test should take you 54 minutes; there are 40 marks.

  1. Williams et al (2013) used many different self-report questionnaires to gather quantitative data in their study on internet-delivered CBT. With reference to data collected in this study, give one strength and one weakness of the use of quantitative data. (4)
  2. Williams et al (2013) gathered primary data in their study from 69 participants. Compare the use of primary and secondary data in clinical psychology (3)
  3. Evaluate the sample used in Williams et al (2013) (2)
  4. Williams et al (2013) had a complex experimental design combining elements of independent (between subjects) and repeated measures (within subjects) designs. This is known as a “mixed design”. Describe the design of Williams study and explain how it uses both experimental designs. (2)
  5. Write a suitable directional experimental hypothesis for Williams looking at any element of the study that you like. (3)
  6. Write a suitable non-directional null hypothesis for another element of the study. (3)
  7. Give one limitation of the use of self-reports in this study (2)
  8. This study used questionnaires to gather the data. If Williams et al (2013) had used interviews instead, how might this have affected the analysis of the data (3)
  9. Williams et al (2013) state that they randomly allocated their participants to either the intervention group or the waiting list control group. Explain how this is a strength of their design (2)
  10. Williams et al (2013) required their Pps to complete the battery of self-report questionnaires three times, once at baseline, then post CBM-I and then again at the end of the study after the iCBT. Explain a potential weakness of this aspect of the design (2)
  11. The following table shows the findings of the study. Determine three conclusions regarding the efficacy of CBM-I and iCBT that could be drawn from this data set (6)
Measure Group Baseline After CBM-I After iCBT
BDI -II Intervention 27.97 18.96 10.40
Waiting List 28.00 24.82 20.54
PHQ-9 Intervention 12.38 9.88 5.15
Waiting List 13.81 13.03 10.59
K10 Intervention 29.26 24.11 17.40
Waiting List 28.62 28.33 24.45
AST-D Intervention 4.18 4.67 N/A
Waiting List 4.60 4.32 N/A

12. Evaluate Williams et al (2013) ensuring that you refer to at least one ethical issue in your answer (8) (think GRAVESOC)


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