Advanced Methodology and Statistics Seminars (AMASS)

AMASS 1: Introduction to Clinical Digital Phenotyping

Laura Thornton, Ph.D., Professor of Psychiatry and Deputy Director of the Eating Disorders Genetics Initiative, University of North Carolina, Chapel Hill School of Medicine, Department of Psychiatry

Jonathan Butner, Ph.D., Professor and Chair of Psychology, University of Utah, Department of Psychology

Category: Technology, Research Methods and Statistics, Eating Disorders
Keywords: Technology / Mobile Health, Research Methods, Bulimia

All levels of familiarity with the material

Participants earn 4 continuing education credits.

Digital technology is pervasive in modern life.  Estimates suggest that up 95% of Americans have their smartphones within arm’s reach 24 hours a day, 94% of Americans have access to fixed broadband internet, and roughly 25% of Americans own at least one wearable device. These and other digital technologies are becoming increasingly common in both basic science and intervention research where they are used to collect intensive longitudinal data in a multitude of settings.

While these devices are rapidly becoming ever more affordable, more reliable, and more acceptable to participants, there are a significant number of barriers, some obvious, some surprising, to using them to study clinical phenomena and in the context of clinical trials. In this workshop, we introduce the concept of clinical digital phenotyping and discuss conceptual, methodological, and statistical considerations for researchers and clinicians who are considering incorporating these technologies into research and practice. Specifically, we will: a) discuss how to conceptualize psychological symptoms in daily life, b) review pros and cons of consumer- and research-grade devices, and c) present the implications of study design and data collection strategies for analysis. These concepts will be illustrated through the Binge Eating Genetics INitiative (BEGIN) study.  This workshop aims to increase participants’ knowledge of how to successfully incorporate digital technologies into research and practice, what to anticipate as likely challenges, and how to solve these challenges if they occur.

Outline:

1. Definition of clinical digital phenotyping
2. Overview of BEGIN study with an emphasis on methodology
3. Discussion of conceptualizing psychological symptoms in daily life
   • Example application to binge and purge episodes in Bulimia Nervosa and Binge Eating Disorder
4. Introduction to digital technologies
   • Key design elements
   • Similarities and differences of consumer- and research-grade devices
   • Examples of digital data collected in BEGIN
5. Introduction to device to database pipeline
   • What it is and how it works
   • Implications for study design
   • Implications for statistical analysis

At the end of this session, the learner will be able to:

• Define clinical digital phenotyping
• Compare and contrast capabilities of personal and research-grade devices
• List methodological and statistical considerations of intensive digital data

Long-term goals:

• Develop conceptual framework for understanding clinical phenomenon in daily life
• Understand the implications of device to database pipeline for study design, hypotheses, and statistical analysis

Recommended Readings:

Introductory:

Onnela, J. P., & Rauch, S. L. (2016). Harnessing smartphone-based digital phenotyping to enhance behavioral and mental health. Neuropsychopharmacology, 41(7), 1691-1696.

Advanced:

Harari, G. M., Lane, N. D., Wang, R., Crosier, B. S., Campbell, A. T., & Gosling, S. D. (2016). Using smartphones to collect behavioral data in psychological science: Opportunities, practical considerations, and challenges. Perspectives on Psychological Science, 11(6), 838-854.

Hayes, A. M., & Strauss, J. L. (1998). Dynamic systems theory as a paradigm for the study of change in psychotherapy: an application to cognitive therapy for depression. Journal of consulting and clinical psychology, 66(6), 939.

Laurenceau, J. P., Hayes, A. M., & Feldman, G. C. (2007). Some methodological and statistical issues in the study of change processes in psychotherapy. Clinical psychology review, 27(6), 682-695.

Martinez-Martin, N., Insel, T. R., Dagum, P., Greely, H. T., & Cho, M. K. (2018). Data mining for health: staking out the ethical territory of digital phenotyping. NPJ digital medicine, 1(1), 1-5

AMASS #2: Community-Based Participatory Research in Psychology: An overview of emerging best practices, challenges, and ethical considerations

Eleanor Gil-Kashiwabara, Psy.D., Luminosa Psychological Services, LLC
Patricia Rodriguez Espinosa, Ph.D., MPH,  Stanford University School of Medicine

Category: Research Methods and Statistics, Vulnerable Populations, Oppression and Resilience Minority Health
Keywords: Research Methods, Underserved Populations, Community Identified Problems

All levels of familiarity with the material

Participants earn 4 continuing education credits.

Over the past few decades, psychologists have increasingly embraced the concepts of patient centered care and community involvement in both research and practice. One application of a more community-driven and patient-centered approach is community-based participatory research (CBPR), an innovative research paradigm that combines knowledge and action to improve community health and reduce health inequities. CBPR provides a framework to equitably involve community members, researchers and other partners in the research process, recognizing and maximizing the importance of their diverse contributions.

CBPR can enhance the practice of psychology by providing an inclusive and differentiated framework that allows for more holistic, flexible, patient-centered, transformative and pragmatic approaches to clinical and community practice as well as to research design, implementation, analysis, interpretation and dissemination. That said, CBPR is often underutilized in mainstream psychology. In this workshop, we introduce CBPR to a general psychology audience and show applications in research and practice. Specifically, we will: a) review some historical highlights of CBPR, b) define its key principles, c) differentiate it from traditional, researcher-centered practice, and d) highlight evidence-based partnering practices shown to improve both partnership dynamics and outcomes. Participants will also have time to brainstorm their own proposal development or a research idea and develop an initial outline of a project that integrates CBPR principles and practices. We will also emphasize important ethical and practical considerations specific to the practice of CBPR in psychology. We believe that CBPR offers a useful framework for building bridges between social justice, research, and practice. This workshop aims at increasing participants’ knowledge of CBPR, potential applications relevant to their area of work, known best practices, tools for addressing ethical considerations and provide attendees with additional resources to pursue more in-depth knowledge and increase chances of future utilization.

Outline:

1. Definition of CBPR and discussion of strengths compared to traditional research frameworks
2. Brief overview of historical developments of CBPR
3. Overview of CBPR core principles with examples of applications
4. Differentiation between CBPR and traditional research approaches
5. Interactive exercise applying CBPR principles and emerging best practices to participants’ own research, teaching, or practice
6. Discussion of key ethical considerations and other challenges in this work

At the end of this session, the learner will be able to:

• Define historical highlights of CBPR
• List 2-3 key principles of CBPR
• Differentiate CBPR from traditional, researcher-centered practice
• Apply CBPR principles and practices in your own research, teaching and practice, including written development of a CBPR project outline
• List and discuss at least 2 ethical and other challenges related to implementation of CBPR projects

Long-term goals:

• Enhance understanding of CBPR core values and principles.
• Apply CBPR principles and practices in your own research, teaching and practice, including written development of a CBPR project outline.

Recommended Readings:

Introductory:

Collins, S. E., Clifasefi, S. L., Stanton, J., The LEAP Advisory Board, Straits, K. J. E., Gil  Kashiwabara, E., Rodriguez Espinosa, P., Nicasio, A. V., Andrasik, M. P., Hawes, S. M., Miller,  K. A., Nelson, L. A., Orfaly, V. E., Duran, B. M., & Wallerstein, N. (2018). Community-based participatory research (CBPR): Towards equitable involvement of community in psychology research. American Psychologist, 73(7), 884-898. http://dx.doi.org/10.1037/amp0000167

Israel, B.A., Eng, E., Schulz, A. J., & Parker, E. A. (2013). Methods for community-based participatory research for health. San Francisco, CA: John Wiley & Sons, Inc.

Wallerstein, N., Duran, B., Oetzel, J. G., & Minkler, M. (2018). Community-based participatory research for health: Advancing social and health equity. San Francisco, CA: Jossey-Bass, a Wiley Brand.

Advanced:

Bromley, E., Mikesell, L., & Khodyakov, D. (2017). Ethics and Science in the Participatory Era: A Vignette-Based Delphi Study. J Empir Res Hum Res Ethics, 12(5): 295–309.  doi:10.1177/1556264617717828.

Wallerstein, N., Muhammad, M., Sanchez-Youngman, S., Rodriguez Espinosa, P., Avila, M., Lucero, J., … Duran, B. (2019). Power dynamics in Community Based Participatory Research: A multi-case study analysis partnering contexts, histories and practices. Health Education and Behavior, 46(1_suppl): 19S-32S. doi:10.1177/1090198119852998

Rodriguez Espinosa, P., & Verney S.P. (2020). The underutilization of Community-Based Participatory Research in Psychology: A systematic review. American Journal of Community Psychology. doi: 10.1002/ajcp.12469

Shendo, K., Tosa, J., Tafoya, G., Belone, L., Rae, R., Wallerstein, N., (2012). The Family Listening Program, the Process and Outcomes from a CBPR University-Tribal Partnership. I.H.S.  Provider, 37(8); 185-191.