self- assessment paper using Pamela Hays’ Addressing Model

I need only 4 simple pages without any out resources USE JUST THE FILE ATTACHED AND THE LINK AT THE BOTTOM. **With the verb (I). I will attach the Pamela Hays’ Addressing Model and the first part that I did it about my self.

The name of this class is Culture and Gender in Counseling and Psychotherapy

The paper has to due in two parts. The first part I did it in the first of the semester, and the second part it due now.

It is a self- assessment. The first part was about my self identity. And the second part is:

The second section is due Week 11 and should be 4-6 pages APA Style. This section is to include a self-assessment using Pamela Hays’ Addressing Model discussed in class along with reflections of changes or new awareness that has emerged as a result of the course. In other words, reflect back on Part 1. You are to turn in the graded copy of Part 1 along with Part 2.

……………………………………………………………………………………………………..

Here what is the professor said:

C) Self-Assessment.  This paper has two parts. The first section will be a follow-up to in-class activities presented in Weeks 1 and 2.  For this assignment you will reflect on your cultural identity.  Honesty is expected and will not be penalized, however a respectful tone is required.  The first section should be 2-3 pages APA Style and is an honest assessment of your cultural identity, how you see yourself at the start of this class. We will do a few in-class exercises during the first two weeks to support this process. The second section is due Week 11 and should be 4-6 pages APA Style. This section is to include a self-assessment using Pamela Hays’ Addressing Model discussed in class along with reflections of changes or new awareness that has emerged as a result of the course. In other words, reflect back on Part 1.

The following are questions to consider in the completion of this assignment:

a) Which one of these identities (from the ADDRESSING model) do you find to be most salient? Why? Which is least salient? Why?

b) What does it mean to you (and to American Society as a whole) to be part of this group?

c) What are some of your recollections about interactions and experiences that have significantly impacted your cultural identity development as part of this group?  Have your feelings changed or stayed the same about being part of this group?

d) Have you contributed to discrimination/oppression as part of this group?  Have you been a victim of discrimination/oppression as part of this group?

e) What messages have you received (directly or indirectly) about people who share your identity, and people who do not share your identity?

f) What are some skills you have learned in this class that you can use when working with individuals from diverse groups?

g) Have your views changed since taking this class?  If so, how?  What are some areas you still need to work on?

The link for Pamela Hay’s

https://ltc.highline.edu/cce/Addressing%20Complexities%20in%20Counseling%20(ADRESSING%20model)-%20Hays.pdf

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Psychology

Thinking Critically About: The Internet as Social Amplifier

Within the internet’s echo chamber of the like-minded, views become more extreme. Sometimes that phenomenon can work for good, sometimes for bad.

1.  How does the internet amplify our existing attitudes?

2. The internet is sometimes referred to as a dangerous “echo chamber.” What does this mean? Is this always a dangerous effect? Explain.

3.

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Psych19 exam 2

Psych19 exam 2

 

1.

What would provide evidence that habituation has occurred?

(Points : 2)

[removed] The infant opens her mouth to mimic the mother’s open mouth.
[removed] The infant visually follows the caregiver who is walking across the room.
[removed] The infant’s response decreases each time she sees the same red teddy bear.
[removed] The infants pays attention to a new toy handed to her.

 

Question 2.2.

Plasticity means ____.

(Points : 2)

[removed] the neurons in the infant’s brain are connected in a random manner, and all the patterns depend on experience
[removed] the basic organization of areas of the brain depend on early experience
[removed] there is no relationship between experience and neural development
[removed] sensory experiences can strengthen certain neural pathways; less used pathways may disappear

 

Question 3.3.

The relatively stable characteristics of a child’s response to the environment including activity level, sociability, and emotionality are called ____.

(Points : 2)

[removed] temperament
[removed] reflexes
[removed] attachment
[removed] personality

 

Question 4.4.

Motor reflexes undergo some transformations during infancy. What is the typical pattern of change? Think about reaching and grasping as an example.

(Points : 2)

[removed] Motor control begins in the hands and fingers and moves toward the trunk.
[removed] Motor control shifts from the feet to the hands and shoulders.
[removed] Involuntary behavior disappears and voluntary behavior emerges with practice.
[removed] Voluntary behavior becomes involuntary behavior.

 

Question 5.5.

Infants who exhibit a pattern of intense negative reactions to unfamiliar objects, negative mood, and are slow to adapt are displaying which type of temperament?

(Points : 2)

[removed] difficult
[removed] shy
[removed] uninhibited
[removed] slow to warm up

 

Question 6.6.

Which of the following behaviors is NOT used as evidence that an attachment has been formed?

(Points : 2)

[removed] greater relaxation and expressions of comfort with the caregiver
[removed] greater distress with the caregiver than with strangers
[removed] expressions of distress when the caregiver is absent
[removed] efforts by the infant to maintain contact with the caregiver

 

Question 7.7.

Babies who avoid contact with their mothers after separation or who ignore her efforts to interact have a(n) ____ attachment.

(Points : 2)

[removed] secure
[removed] insecure
[removed] anxious-resistant
[removed] anxious-avoidant

 

Question 8.8.

Which attachment pattern is linked with the most serious mental health problems in later childhood?

(Points : 2)

[removed] anxious-avoidant
[removed] anxious-resistant
[removed] secure
[removed] disorganized

 

Question 9.9.

Which of the following has been consistently observed to be a consequence of secure attachments formed in infancy?

(Points : 2)

[removed] success in job placement after college
[removed] positive, close peer relationships in childhood and adolescence
[removed] meaningful relationships with one’s grandchildren in later adulthood
[removed] an ability to face one’s death without great fear

 

Question 10.10.

Which statement best reflects the apparent connection between infant temperament and attachment?

(Points : 2)

[removed] The infant’s temperament influences parental interactions with the infant to form attachment.
[removed] An infant’s temperament is a strong predictor of the type of attachment that will be formed.
[removed] The infant’s temperament influences the caregiver’s self-esteem.
[removed] Only sociable babies form secure attachments.

 

Question 11.11.

In the study of an intervention with mothers and infants who were classified as having an anxious attachment, which one of the following was an outcome of the intervention?

(Points : 2)

[removed] The mothers increased their self-acceptance.
[removed] The mothers showed greater empathy for their children.
[removed] The children improved in their ability to regulate their behavior in coordination with their mother’s.
[removed] All of these.

 

Question 12.12.

According to the “Theory” theory, infants start out with some basic sensory, motor, and cognitive structures. What might modify these structures?

(Points : 2)

[removed] experiences that provide new information
[removed] experiences that support and confirm the structures
[removed] gazing and concentrating
[removed] parental warmth

 

Question 13.13.

What are the first and last phases in the development of causal schemes during the sensorimotor period?

(Points : 2)

[removed] reflexes; experimentation with new means
[removed] reflexes; insight
[removed] first habits; insight
[removed] first habits; experimentation with means

 

Question 14.14.

Objects do not cease to exist when they are out of reach or view. This concept is referred to as ____.

(Points : 2)

[removed] scheme
[removed] primitive causality
[removed] means-end relationship
[removed] object permanence

 

Question 15.15.

Which of the following family factors is tied to increases in an infant’s negative emotionality?

(Points : 2)

[removed] being a first born child
[removed] high levels of marital dissatisfaction for mother or father
[removed] low educational level of mother
[removed] lack of grandparent involvement in childcare

 

Question 16.16.

On her first birthday, Emily looks at her mother as they observe the clown coming to her party. At first Emily is crying. Then her mother smiles and acts very happy, so Emily smiles, too. This is an example of ____.

(Points : 2)

[removed] empathy
[removed] attachment
[removed] visual acuity
[removed] social referencing

 

Question 17.17.

Within the process of communication, which of the following patterns builds a sense of mutuality between the infant and the caregiver?

(Points : 2)

[removed] attend, protest, anger
[removed] trust, mistrust, withdrawal
[removed] coordination, mismatch, repair
[removed] coordination, mismatch, protest

 

Question 18.18.

Mental images, symbolic drawing, and imitation in the absence of a model are examples of which of the following?

(Points : 2)

[removed] concrete thinking
[removed] operational schemes
[removed] representational thinking
[removed] hypothetico-deductive reasoning

 

Question 19.19.

Match the concept with the correct definition.
(Points : 6)

 

Potential Matches:
1 : scaffolding
2 : holophrases
3 : overregularize
4 : receptive language
5 : telegraphic speech
6 : expansion

 

    Answer
    [removed] : two-word sentences
    [removed] : raising the level of a child’s vocabulary
    [removed] : elaborating a child’s expressions
    [removed] : ability to understand words
    [removed] : single-word utterances
    [removed] : apply a grammatical rule inappropriately

 

Question 20.20.

Among the choices below, which is the most important factor that caregivers contribute for the cognitive growth of their toddler?

(Points : 2)

[removed] nutritious meals
[removed] opportunities for verbal interaction
[removed] providing for safety
[removed] enrollment in childcare

 

Question 21.21.

In which type of play do children coordinate their pretense by establishing a fantasy structure, taking roles, agreeing on the make-believe meaning of props, and solving pretend problems?

(Points : 2)

[removed] solitary play
[removed] social play
[removed] social pretend play
[removed] sensorimotor play

 

Question 22.22.

Which of the following describes the direction of fantasy play from the beginning of toddlerhood to the end?

(Points : 2)

[removed] The play becomes less planned and more associational (one action sparks the rest)
[removed] The play relies increasingly on real objects.
[removed] The play is based largely on the imitation of real world characters.
[removed] The play increasingly involves the creation of complex sequences of actions and roles.

 

Question 23.23.

According to Vygotsky’s concept of Zone of Proximal Development, children in pretend play ____.

(Points : 2)

[removed] reveal the areas of competence they are striving to master
[removed] show the limits of their patience
[removed] play best with the children closest to them physically
[removed] often regress in preschool play

Question 24.24.

For a toddler, what is one of the consequences of having strong feelings of shame and doubt?

(Points : 2)

[removed] realistic expectations about performance
[removed] extreme sensitivity to the feelings of others
[removed] seeking out new information
[removed] avoiding new activities

 

Question 25.25.

Which of the following is the psychosocial crisis of toddlerhood?

(Points : 2)

[removed] imitation versus inferiority
[removed] initiative versus guilt
[removed] autonomy versus shame and doubt
[removed] peer group membership versus despair

 

Question 26.26. George is 2 ½ years old. He is with his mother in the grocery store and asks her to buy sugar coated sugar bumps (his favorite cereal). When his mother says no George begins to get upset. He stands in the middle of the aisle with his arms crossed. When his mother asks him to come with her he says “Not until you buy me my sugar bumps!” George’s mother is considering several options to get him to do what she wants. Match the different things she is considering to the different categories of discipline practices discussed in your text.
(Points : 3)

 

Potential Matches:
1 : power assertion
2 : inductions
3 : love withdrawal

 

    Answer
    [removed] : Tell George how disappointed and angry he is making her. If that doesn’t work turn and walk away from him. When he follows she doesn’t talk to him for a while so he can understand how upset he made her.
    [removed] : Explain to George that she understands why he’s angry but acting like this when you don’t get what you want isn’t fair to others. Point out to him that if he continues to stand there, the shopping won’t get done in time and dinner will be late for the whole family.
    [removed] : Threaten to take away George’s video games if he continues to stand there and not move. If that does not work pick him up and put him in the shopping cart.

 

Question 27.27.

Match the following terms and their definitions.
(Points : 4)

 

Potential Matches:
1 : gender
2 : sexual orientation
3 : sex
4 : gender-role standards

 

    Answer
    [removed] : cultural expectations about appropriate behavior for girls and boys, men and women
    [removed] : biologically based distinctions based on chromosomal information
    [removed] : one’s preference regarding the sex of an intimate partner
    [removed] : the integrated cognitive, social, and emotional schemes associated with being male or female

 

Question 28.28.

Which of the following is the earliest component of gender role identification to be achieved?

(Points : 2)

[removed] sex-role preference
[removed] correct use of gender labels
[removed] sex-role standards
[removed] understanding that gender is constant

 

Question 29.29.

For the early-school-age child, moral development involves a process of learning the family’s moral code and then using it to guide behavior. This is called ____.

(Points : 2)

[removed] gender-role preference
[removed] avoidance conditioning
[removed] internalization
[removed] induction

 

Question 30.30.

Joelle, a 6-year old, really wants to eat a cookie out of the cookie jar. However she remembers how mad her mother got at her when she ate a cookie right before dinner last week and she starts to feel anxiety. In the end, Joelle decides not to eat the cookie and this reduces her anxiety. This is an example of ____.

(Points : 2)

[removed] operant conditioning
[removed] reward conditioning
[removed] avoidance conditioning
[removed] anxiety conditioning

 

Question 31.31.

Every day Johnny watches Tally get in trouble when she rides her bike further than their mother allows them to go. Johnny really wants to go around the corner when riding his bike but he knows his mother will be angry and that he will get in trouble, so he stops at the corner and turns back towards their house on his bike. This is an example of ____.

(Points : 2)

[removed] observation of models
[removed] cognitive schemes
[removed] help giving behaviors
[removed] punishment

 

Question 32.32.

According to cognitive developmental theory, advances in moral reasoning occur when a child has to reconcile new views about basic moral concepts with existing views about what is right or wrong. This process is called ____.

(Points : 2)

[removed] social convention
[removed] empathy
[removed] conventional morality
[removed] equilibration

 

Question 33.33.

Perspective taking differs from empathy in which way?

(Points : 2)

[removed] They are both social skills.
[removed] Perspective taking does not occur at the early-school-age period.
[removed] Perspective taking involves recognizing differences in point of view rather than similarities.
[removed] Perspective taking increases a child’s egocentrism.

 

Question 34.34.

People who have high self-esteem tend to ____.

(Points : 2)

[removed] have strong positive evaluations of all of their abilities
[removed] find that failure increases their feelings of doubt about their basic worth
[removed] use a variety of strategies to minimize the importance of negative feedback
[removed] derive this sense of self-worth primarily through pretend activities

 

Question 35.35.

Group games during early school age often permit children to shift roles. This contributes to which of the following?

(Points : 2)

[removed] perspective-taking abilities
[removed] fantasy
[removed] emotional regulation
[removed] self-esteem

 

Question 36.36.

Which of the following is true about the groups girls and boys prefer during early school age?

(Points : 2)

[removed] Girls prefer two-person groups, while boys prefer larger groups.
[removed] Boys prefer two-person groups, while girls prefer larger groups.
[removed] Girls prefer mixed-sex groups while boys prefer same-sex groups.
[removed] Boys prefer mixed-sex groups while girls prefer same-sex groups.

 

Question 37.37.

Children who suffer extreme feelings of guilt are likely to believe that ____.

(Points : 2)

[removed] their thoughts cause the misfortunes of others
[removed] they can be forgiven for their mistakes
[removed] the good things that happen to them are a result of their efforts
[removed] they are a lot like other friends

 

Question 38.38.

How is attachment formation in infancy related to friendship formation?

(Points : 2)

[removed] Children who are securely attached do not need friends.
[removed] Children who are anxiously attached make friends readily.
[removed] Children who are securely attached are more popular and more comfortable in social interactions.
[removed] Children who are securely attached look for one best friend with whom to share their feelings.

 

Question 39.39.

Some children who are rejected tend to be disruptive and aggressive; others tend to be socially withdrawn. Which of the following statements is more characteristic of the aggressive/disruptive children than the socially withdrawn group?

(Points : 2)

[removed] They tend to experience difficulty dealing with stress.
[removed] They tend to display inappropriate affect and unusual behavioral mannerisms.
[removed] They are more likely to benefit from organized sports programs.
[removed] They are more likely to attribute hostile intentions to others.

 

Question 40.40.

According to Piaget’s Theory, an action or transformation that is carried out in thought rather than in action is called ____.

(Points : 2)

[removed] a formal transformation
[removed] fantasy thinking
[removed] a mental operation
[removed] a cerebral manipulation

 

Question 41.41.

Why does Piaget use the term “concrete” to describe the quality of thinking that is characteristic of middle childhood?

(Points : 2)

[removed] Children can only reason about inanimate objects at this stage.
[removed] His father was a stoneworker and this term was invented out of respect for his father.
[removed] The term highlights the focus on real objects rather than hypothetical situations and relationships.
[removed] The term reflects Piaget’s concerns about the intellectual rigidity and vulnerability of middle childhood.

 

Question 42.42.

Milly is thinking about why she is feeling sad and disappointed. This kind of thinking is called ____.

(Points : 2)

[removed] depression
[removed] psychological mindedness
[removed] inferiority
[removed] shame

 

Question 43.43.

According to Robert Sternberg, there are three kinds of intelligence. However, tests of intelligence typically only assess one of these. Which one is that?

(Points : 2)

[removed] creative intelligence
[removed] analytic intelligence
[removed] practical intelligence
[removed] interpersonal intelligence

 

Question 44.44.

During middle childhood, self-evaluation is strongly influenced by ____.

(Points : 2)

[removed] combinational skills
[removed] comparisons with the performance of peers
[removed] trust in one’s parents as economic providers
[removed] the ability to maintain emotional control

 

Question 45.45.

A person’s sense of confidence that he or she can perform behaviors in a specific situation is called ____.

(Points : 2)

[removed] self-efficacy
[removed] effortful control
[removed] conservation
[removed] zone of proximal development

 

Question 46.46.

Tally, an 8-year-old, watches Claire climb the rock wall. Tally had been scared to try it until she saw Claire do it. This is an example of how Tally’s self efficacy can be raised through ____.

(Points : 2)

[removed] enactive attainments
[removed] vicarious experiences
[removed] verbal persuasion
[removed] physical state

 

Question 47.47. At the end of seventh grade Maria was doing great in her science class and really enjoyed it. She signed up for Mr. Turner’s advanced science next year. She was a bit nervous but thought to herself, “Sure it will be more challenging but I’ve done so well in science this year I bet I can handle it!”.

From the perspective of self efficacy the above description reflects the influence of ______ and should contribute ________ to Maria’s belief in her ability to ability to do well in the harder science class.
(Points : 3)

[removed] enactive attainments / positively

[removed] vicarious experiences / positively

[removed] verbal persuasion / negatively
[removed] verbal persuasion / positively

 

Question 48.48. During the first week of advanced science class Mr. Turner gave a pop quiz. Even though she read the chapter, Maria’s heart was racing and she got confused. She ‘blanked’ out on several questions. She did not score well. On seeing her score she thought to herself “I could have done better, but I was too nervous.”

From the perspective of self efficacy the above description reflects the influence of ______ and should contribute ________ to Maria’s belief in her ability to ability to do well in the harder science class. (Points : 2)

[removed] enactive attainments / positively
[removed] physical state / negatively

[removed] verbal persuasion / positively

[removed] vicarious experiences / negatively

 

Question 49.49.

How is a sense of self-efficacy related to persistence?

(Points : 2)

[removed] Children who have a positive sense of self-efficacy give up after they fail.
[removed] Children who have a low sense of self-efficacy try harder after they fail.
[removed] Children who fail often are more likely to believe the encouragement offered by others.
[removed] Children who have a low sense of self-efficacy are likely to give up after a failure experience.

 

Question 50.50.

Some children who perform well on standardized tests perceive themselves to be below average in academic ability. According to your text what might be one reason for this?

(Points : 2)

[removed] These children have parents who have a low opinion of their abilities.
[removed] These children have been praised too much by parents so they have no realistic standard by which to judge their abilities.
[removed] These children are good test takers, but they don’t perform well in school.
[removed] These children feel guilty about being so smart.

 

Question 51.51.

Team sports emphasize which of the following concepts?

(Points : 2)

[removed] the win-win approach to conflict resolution
[removed] conservation of volume
[removed] interdependence of team members
[removed] empathy with the victim

 

Question 52.52.

A student who believes in her ability to approach a new situation and “get the job done” demonstrates ____.

(Points : 2)

[removed] inertia
[removed] competence
[removed] responsibility
[removed] egocentrism

 

Question 53.53.

Which of the following is an example of a secondary sex characteristic?

(Points : 2)

[removed] onset of menarche
[removed] growth of the penis
[removed] maturation of breasts
[removed] production of mature sperm

 

Question 54.54.

Which of the following is a criticism of formal operational reasoning as a stage of cognitive development?

(Points : 2)

[removed] It does not describe the sensory based reasoning of which adolescents are capable.
[removed] It does not deal with the ability of adolescents to raise hypotheses about an unknown future.
[removed] It is not broad enough to encompass the many dimensions along which cognitive functioning changes in adolescence.
[removed] It includes too many dimensions such as the biological basis and social context of reasoning.

 

Question 55.55.

According to the text, egocentrism may best be described as ____.

(Points : 2)

[removed] an attitude children have that they are better than other people
[removed] a limited perspective a child displays at the beginning of each new phase of cognitive development
[removed] a feeling of self-admiration
[removed] a sense that one’s own peer group is better than other peer groups

 

Question 56.56.

Adolescents may believe that their thoughts and feelings are unique; that no one else is thinking what they are thinking. Elkind referred to this as ____.

(Points : 2)

[removed] a personal fable
[removed] a contextual dilemma
[removed] cognitive dissonance
[removed] an imaginary audience

 

Question 57.57.

Larson and Lampman-Petraitis gave electronic paging devices to monitor adolescents’ emotions. They found that adolescents experienced ____.

(Points : 2)

[removed] frequent, sudden shifts from intense anger to intense joy
[removed] more positive emotions than younger children
[removed] more mildly negative emotions than younger children
[removed] an increase in variability of emotions with age

 

Question 58.58.

Which of the following is an example of an internalizing problem?

(Points : 2)

[removed] feelings of worthlessness
[removed] feelings of hopefulness
[removed] feelings of aggression directed toward property
[removed] feelings of romantic attraction

 

Question 59.59.

According to your text, how is the problem of anorexia linked to the topic of emotional development?

(Points : 2)

[removed] Girls with anorexia have other externalizing problems as well.
[removed] Anorexia is associated with difficulties accepting and expressing emotions.
[removed] Anorexia is associated with difficulties in impulse control.
[removed] Guilt is not experienced among adolescents with anorexia.

 

Question 60.60.

Which of the following statements about peer pressure is most accurate?

(Points : 2)

[removed] Peer groups demand total conformity. There is little room for variations in temperament or behavior.
[removed] Most peer groups do not expect any significant level of conformity. They usually have an “anything goes” philosophy.
[removed] Peer pressure is usually exerted in a few select areas that give the group stability and help the individual members achieve a sense of group identity.
[removed] Adolescents are usually in great conflict with most of the expectations of their peer group.

 

Question 61.61.

Match the term and its definition.
(Points : 6)

 

Potential Matches:
1 : peer pressure
2 : Egocentrism
3 : Alienation
4 : group identity
5 : secular growth trend
6 : formal operations

 

    Answer
    [removed] : lack of connection or sense of belonging with a social group
    [removed] : expectations and demands to conform to the norms of one’s peer group
    [removed] : a tendency for earlier onset of puberty and achievement of adult height from one generation to the next
    [removed] : a stage of cognitive development characterized by reasoning, hypothesis generating, and hypothesis testing
    [removed] : a belief that others reason about situations in the same way, using the same logic that you use
    [removed] : a sense of group belonging in which one’s special needs are met and one has a sense of social connection.

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Quiz

Question 1  1.  According to DSM-5, the time frame for a sustained remission specifier is:    2–10 months.    13+ months.    2 weeks.    3–12 months. 5 points    Question 2  1.  According to Kurtz (2008), hope first occurs at which step?    Step 1.    Step 2.    Step 3.    Step 4. 5 points    Question 3  1.  According to the Dynamic Model of Relapse, these are factors that determine how one perceives recovery.    Distal risks.    Cognitive processes.    Tonic responses.    Phasic responses. 5 points    Question 4  1.  According to the text, a Substance Use Disorder is a (or an):    acute relapsing condition.    chronic relapsing condition.    consistent condition.    unstable condition. 5 points    Question 5  1.  According to the text, a person in recovery from alcohol use disorder who has one sip of beer at a wedding is said to have experienced a:    slip.    relapse.    lapse.    abstinence violation effect. 5 points    Question 6  1.  As a student, if you wanted to learn about AA or NA groups, this would be the type of group you would most likely attend.    Closed.    Open.    Either would be appropriate.    AA or NA only permits those in recovery to enter. 5 points    Question 7  1.  Covering up the addicted individual’s behaviors and negating the associated negative consequences is an example of:    co-dependency.    enabling.    helping.    sacrificing. 5 points    Question 8  1.  In Bowenian Theory, telling family members to talk to each other and not to you as counselor is called:    joining.    creating enactments.    differentiation.    creating a triad. 5 points    Question 9  1.  In Marlatt’s Model, the second category of variables contributing to addiction consists of:    coping skills.    outcome expectancies.    cravings.    poor parenting. 5 points    Question 10  1.  In the prior version of the DSM (the DSM-IV), which of the following was considered the less severe disorder?    Substance dependence.    Mild substance use disorder.    Mild substance dependence.    Substance abuse. 5 points    Question 11  1.  Non-support of a family member’s addiction recovery is an example of:    homeostasis.    boundaries.    triads.    subsytems. 5 points    Question 12  1.  The 12-Step Philosophy does NOT embrace which of the following?    Physical.    Medical.    Spiritual.    Mental. 5 points    Question 13  1.  The 12-Steps are concerned with:    character defects.    psychopathology.    illness.    detox. 5 points    Question 14  1.  The ability to separate from the family and be an independent individual is called:    breaking.    emotional cutoff.    differentiation.    triads. 5 points    Question 15  1.  This model proposes that co-occurring SUD and psychiatric disorders originate from the same risk factor.    Correlated liabilities model.    Secondary substance abuse model.    Common factor model.    Reciprocal causation model. 5 points    Question 16  1.  This model proposes that co-occurring psychiatric disorders precede and cause the onset of SUD.    Correlated liabilities model.    Secondary substance abuse model.    Common factor model.    Reciprocal causation model. 5 points    Question 17  1.  Which of the following substances may have anti-psychotic qualities?    Alcohol.    Opiates.    Cocaine.    Marijuana. 5 points    Question 18  1.  Which of these are NOT one of the three rules within an alcoholic family?    Obtain help for the addicted family member.    Protect the addicted family member from the consequences of their behavior.    Do not discuss the addiction.    Do not confront the addiction. 5 points       Question 19  1.  ______ is a step beyond ______.    Abstinence, recovery.    Recovery, abstinence.    Relapse, recovery.    Recovery, relapse. 5 points    Question 20  1.  ______ is the 12-Step program for families of an addicted individual.    Alanon.    Alateen.    AA.    NA. 5 points     Save and Submit  Click Save and Submit to save and submit. Click Save All Answers to save all answers

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7-1 Final Project: Executive Summary

Task: Submit to complete this assignmentSubmit to complete this assignmentIn this task, you will submit your final project assignment. You have completed drafts of the summary, crime assessment, and profile sections of the final project. You will finalize your revisions and implement the feedback provided. Upon submission, be sure to include all sections of the final assessment. This should include the conclusion and investigative use sections.

To complete this assignment, review the Final Project Guidelines and Rubric document.

Rubric document

PSY 310 Final Project Guidelines and Rubric

Overview The final project for this course is the creation of an executive summary report. You will write a summary, conduct a crime assessment, and create a profile of a criminal. You will then develop a conclusion and consider the investigative use of the information you have compiled. Criminal psychology encompasses a wide range of information about someone which can be drawn together, synthesized, and written into a format used by the criminal justice system prior to an arrest. Typically, criminal psychologists are called upon to provide advice and consultation when the crimes are not straightforward. Law enforcement officers are experts at tracking data and looking for crime-related clues to help them solve a case. However, when they need assistance determining who a criminal is, or what a criminal’s motivation might be—in a predictive sense—they rely on the capabilities of professionals who are versed both in criminology and psychology. A criminal profile emerges as data comes together. This is not the same as the information you see on the news; rather, it is a comprehensive look at the biological, psychological, social, and environmental factors that make a person unique to a criminal case. Some of the information is based on empirical data and some is based on educated assumptions made by the criminal psychologist.

In this executive summary report, you will look at a variety of factors and work to answer the question “who is this person?” You will examine criminal statistics, lifestyle, upbringing, medical and mental health information, along with a range of other information, that will help you answer the “who, what, when, where, and why” of your chosen case. It will be your job to draw from your previous education and training to learn how to understand what information is relevant to your case. There is no piece of information that is too small to help you build the mosaic of how past activity can help predict future activity. Your profile will be thorough, addressing all of the areas and questions above for the aim of assisting investigators to understand the criminal and his or her motivations and motives as well as the risk of the criminal activity continuing in the future. Through prompts and independent research outside of the text, you’ll peer into the world of investigative profiling.

The project is divided into two milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in Modules Three and Five. The final product will be submitted in Module Seven.

In this assignment, you will demonstrate your mastery of the following course outcomes:

 

 PSY-310-01: Assess biological, developmental, and environmental factors to determine the impact on criminal behavior

 PSY-310-02: Apply relevant psychological theories to criminal behavior in order to analyze motivation

 PSY-310-03: Apply psychological methods to the development of a psychological profile that synthesizes relevant data  PSY-310-04: Determine appropriate intervention strategies related to criminal behavior supported by psychological theory and research

 

 

2

 

 

 

Prompt You will complete an executive summary report that includes criminal and psychological aspects of a particular crime to inform the executive team in order to prevent or intervene in criminal behavior. You may choose one of the following three scenarios to complete your final project:

 

1. White Collar Crime (Plain Text Version) 2. Serial Murderer (Plain Text Version) 3. Domestic Terror (Plain Text Version)

 

Specifically, you must address the critical elements listed below. Most of the critical elements align with a particular course outcome (shown in brackets).

I. Summary A. Summarize the case provided. In your summary, include key facts and demographic information. [PSY-310-01]

B. Develop initial hypothesis about the potential motivation to commit the crime. As you consider the motivation, identify the type of crime that was committed. [PSY-310-02]

 

II. Crime Assessment A. Compare data and evidence of similar crimes. [PSY-310-03] B. Identify patterns found in similar crimes. [PSY-310-03] C. Make inferences about motivation of the identified individual based on case evidence and comparison to similar crimes. [PSY-310-02]

 

III. Profile A. Develop a demographic summary of the individual based on analysis of data from the case. [PSY-310-03] B. Explain the impact that biological factors of the case had on the individual’s behavior. [PSY-310-01] C. Explain the impact that developmental factors of the case had on the individual’s behavior. [PSY-310-01] D. Explain the impact that environmental factors of the case had on the individual’s behavior. [PSY-310-01]

E. Apply theories to the emerging hypothesis of the motivation of your chosen subject. In your response, consider the biological, psychological, social, and criminal violence theories. [PSY-310-02]

IV. Conclusion and Investigative Use

A. Develop a global summary based on a synthesis of the inputs, crime assessment, and profile. [PSY-310-03] B. Anticipate future behavior based on predictive analysis. [PSY-310-04]

 

 

3

 

 

 

C. Develop intervention strategies to mitigate future criminal behavior. Be sure to explain how your strategies will impact future behavior. [PSY- 310-04]

D. Discuss limitations of data to developing your report. In your response, consider the information that was missing that you wish you had and reliability and validity of the data you reviewed. [PSY-310-04]

E. Based on your report, discuss how the information collected could contribute to the capture, understanding, and prosecution of the individual. [PSY-310-04]

 

 

 

Milestone One: Summary and Crime Assessment

Milestones

In Module Three, you will submit a draft of your summary and crime assessment. This milestone will be graded with the Milestone One Rubric.

Milestone Two: Profile In Module Five, you will submit a draft of the profile. This milestone will be graded with the Milestone Two Rubric.

 

Final Submission: Executive Summary Report

In Module Seven, you will submit your final project. It should be a complete, polished artifact containing all of the critical elements of the final product. It should reflect the incorporation of feedback gained throughout the course. You will add the conclusion and investigative use section to the final project submission. This submission will be graded with the Final Project Rubric.

 

 

4

 

 

 

Final Project Rubric Guidelines for Submission: Your executive summary report must be 4–6 pages in length (plus a cover page and references) and must be written in APA format. Use double spacing, 12-point Times New Roman font, and one-inch margins. Include at least five references cited in APA format.

 

Critical Elements Exemplary (100%) Proficient (85%) Needs Improvement (55%) Not Evident (0%) Value

Summary: Meets “Proficient” criteria and Summarizes the case study and Summarizes the case study but Does not summarize the case 6 Summarize the Case response demonstrates an includes key facts and summary is missing key facts or study

advanced ability to distill key demographic information demographic information details from a provided case study

Summary: Initial Meets “Proficient” criteria and Develops initial hypothesis Develops initial hypothesis Does not develop an initial 8 Hypothesis response demonstrates a about the potential motivation about the potential motivation hypothesis about the potential

sophisticated awareness of the to commit the crime to commit the crime but the motivation to commit the crime potential motivation to commit hypothesis is cursory or lacks the crime detail

Crime Assessment: Meets “Proficient” criteria and Compares data and evidence of Compares data and evidence of Does not compare data and 6 Compare comparison is exceptionally similar crimes similar crimes but comparison is evidence of similar crimes

clear and includes exceptional cursory or contains inaccuracies detail

Crime Assessment: Meets “Proficient” criteria and Identifies patterns found in Identifies patterns found in Does not identify patterns 6 Identify Patterns demonstrates keen ability to similar crimes similar crimes but response is found in similar crimes

identify patterns cursory or illogical or lacks detail

Crime Assessment: Meets “Proficient” criteria and Draws inferences about the Draws inferences about the Does not draw inferences about 8 Motivation inferences show advanced motivation of the individual to motivation of the individual to the motivation of the individual

ability to draw connections commit the crime based on commit the crime but response to commit the crime from evidence in multiple cases evidence in multiple cases is cursory or illogical or lacks

detail

 

 

5

 

 

 

Profile: Meets “Proficient” criteria and Develops a demographic Develops a demographic Does not analyze data from the 6 Demographic response demonstrates an summary of the individual summary of the individual case to develop a demographic

Summary exceptionally detailed summary based on analysis of data from based on analysis of data from summary of the individual …. the case the case but the demographic

summary of the individual is cursory or lacks detail

Profile: Biological Meets “Proficient” criteria and Explains the impact that Explains the impact that Does not explain the impact 6 Factors response demonstrates an biological factors of the case biological factors of the case that biological factors of the

insightful ability to assess the had on the individual’s behavior had on the individual’s behavior case had on the individual’s impact of biological factors but explanation lacks sufficient behavior detail

Profile: Meets “Proficient” criteria and Explains the impact that Explains the impact that Does not explain the impact 6 Developmental response demonstrates an developmental factors of the developmental factors of the that developmental factors of

Factors insightful ability to assess the case had on the individual’s case had on the individual’s the case had on the individual’s impact of developmental behavior behavior but explanation lacks behavior factors sufficient detail

Profile: Meets “Proficient” criteria and Explains the impact that Explains the impact that Does not explain the impact 6 Environmental response demonstrates an environmental factors of the environmental factors of the that environmental factors of

Factors insightful ability to assess the case had on the individual’s case had on the individual’s the case had on the individual’s impact of environmental factors behavior behavior but explanation lacks behavior sufficient detail

Profile: Apply Meets “Proficient” criteria and Applies theories to the Applies theories to the Does not apply theories to the 8 Theories description demonstrates a emerging hypothesis of emerging hypothesis of emerging hypothesis of

complex grasp of the motivation for the identified motivation for the identified motivation for the identified application of theories to the individual individual but response is individual hypothesis of motivation missing key theories

Conclusion and Meets “Proficient” criteria and Develops global summary based Develops global summary but Does not develop global 6 Investigative Use: demonstrates an advanced on a synthesis of the inputs, summary is missing key summary based on a synthesis Global Summary ability to synthesize key details crime assessment, and profile elements or lacks clear of the inputs, crime assessment,

synthesis of details and profile

Conclusion and Meets “Proficient” criteria and Anticipates future behavior of Anticipates future behavior of Does not anticipate future 6 Investigative Use: demonstrates keen insight into individual based on predictive individual based on predictive behavior of individual based on Future Behavior the application of predictive analysis analysis but response is cursory predictive analysis

analysis or illogical or lacks detail

 

 

6

 

 

 

Conclusion and Meets “Proficient” criteria and Develops intervention Develops intervention Does not develop intervention 6 Investigative Use: demonstrates a nuanced strategies, explaining how they strategies to mitigate this strategies to mitigate future

Intervention understanding of how will mitigate future criminal behavior in the future but criminal behavior Strategies intervention strategies mitigate behavior interventions are not applied

future criminal behavior appropriately or lack justification

Conclusion and Meets “Proficient” criteria and Discusses limitations of data in Discusses limitations to Does not discuss limitations to 6 Investigative Use: description demonstrates a developing the report developing the report but developing the report

Limitations sophisticated awareness of the response is cursory or illogical

case details or lacks detail

Conclusion and Meets “Proficient” criteria and Discusses how the information Discusses how the information Does not discuss how the 6 Investigative Use: demonstrates a sophisticated collected could contribute to collected could contribute to information collected could

Capture, understanding of how the the capture, understanding, and the capture, understanding, and contribute to the capture, Understanding, and report contributes to the prosecution of the individual prosecution of the individual understanding, and prosecution

Prosecution capture, understanding, and but description is cursory, of the individual prosecution of the individual illogical, or lacks detail

Articulation of Submission is free of errors Submission has no major errors Submission has major errors Submission has critical errors 4 Response related to citations, grammar, related to citations, grammar, related to citations, grammar, related to citations, grammar,

spelling, syntax, and spelling, syntax, or organization spelling, syntax, or organization spelling, syntax, or organization organization and is presented in that negatively impact that prevent understanding of a professional and easy-to-read readability and articulation of ideas format main idea

Total 100%

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Week 5: Sleep Journal And Reflection Paper

Specifically, for this assignment you will:

Keep a sleep/dream journal for at least 10 days throughout Weeks 3 and 4. In your journal make note of:

any dreams you had

any initial thoughts about the dream – events of the day that may relate, etc.

your general sleep schedule (if you have a tracker such as fitbit, include data on your sleep patterns as well – wakefulness, restlessness, times asleep/awake per night, total sleep, etc.)

your general eating habits by day

your general exercise habits by day

anything else of note in your psychological or physical health (stress, excitement, changes, etc.)

You may use any format you wish to record the data (notepad, computer, hardcopy spreadsheet, etc.).

Complete a 3-4 page reflection (not counting title or reference pages) in which you analyze the results of your sleep/dream journal. Consider how your psychological and physical health interacted. What patterns did you see? Discuss the impact that various factors such as fatigue, diet, stress and exercise had on your dreams and sleep patterns. Explain how this insight may impact your behaviors in the future to lead to better psychological and physical health.

NO COPY and Past Reflection minimum 3 pages, double spaced

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spas 1

PSY 520 SPSS Assignment 1

Before you begin the assignment:

• Read Chapter 8 in your Discovering Statistics Using IBM SPSS Statistics textbook.

• Review the video tutorial for an overview of conducting multiple regression in SPSS.

• Download and open the Popularity SPSS data set.

An overview of the data set:

This data set represents hypothetical data from a study that examined how well some core personality traits predict a person’s level of popularity. Personality was measured using the “Big 5,” which is a very commonly used measure of personality. In fact, a Big 5 personality scale was included in the Module Two discussion.

Here is some more information about the variables in this hypothetical data set:

• Number: This is the ID number of the participant

• Sex: Participants’ sex, with “1” standing for male and “2” standing for female

• Age: College year of the participant, with “1” standing for freshman, “2” standing for sophomore, etc.

• Popularity: Popularity measured with a questionnaire that could range from 0 to 100, with higher numbers indicating more popularity

• Extroversion: A Big 5 trait indicating level of sociability. Scores range from 1 to 5, with high numbers indicating extroverted and low numbers indicating introverted

• Agreeableness: A Big 5 trait indicating level of interpersonal warmth and friendliness. Scores range from 1 to 5, with high numbers indicating warmth and low numbers indicating coldness towards others

• Conscientiousness: A Big 5 trait indicating level of self-control and responsibility. Scores range from 1 to 5, with high numbers indicating high conscientiousness and low numbers indicating low conscientiousness

• Neuroticism: A Big 5 trait indicating level of anxiety and emotional stability. Scores range from 1 to 5, with high numbers indicating high neuroticism and low numbers indicating low neuroticism

• Openness: A Big 5 trait indicating level of willingness to try new things and creativity. Scores range from 1 to 5, with high numbers indicating high open-mindedness and low numbers indicating closed-mindedness

Questions:

1) Describe in your own words what type of research situations call for a researcher to use a multiple regression analysis.

Type answer below:

2a) Run a basic correlation of matrix for the Popularity, Extraversion, Agreeableness, Conscientiousness, Neuroticism, and Openness variables.

Paste output below (Read carefully: The best way to do this is to select “Copy Special” when copying from the SPSS output. Then select image as a format to copy. When pasting in Word, select Paste Special, choose a picture format, and then resize the image so it fits the screen):

2b) Based on these results, which personality variables are significantly correlated with Popularity?

Type answer below:

3a) Conduct a multiple regression analysis using Extraversion, Agreeableness, Conscientiousness, Neuroticism, and Openness as predictors of Popularity.

Paste the output below:

3b) Which variables are significant predictors of Popularity? Compare and contrast the results from the multiple regression analysis to the basic correlation results from question 2b.

Type your answer below:

3c) What is the R-squared of this model, and what does it tell us about how well this model predicts Popularity?

Type your answer below:

3d) Write the results of the multiple regression in APA style. For help, refer to the Regression section in this document.

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Movie Worksheet

INTRODUCTION to “AWAKENINGS”

from www.filmeducaton.org/pdf/film/awakenings.pdf

 

In the winter of 1916-1917, an epidemic of a rare disease occurred, springing up, as virus

diseases sometimes do, seemingly out of nowhere. It spread over Europe and then to other

parts of the world and affected some five million people. The onset of the disease was sudden

and took different forms. Some people developed acute restlessness or insomnia or

dementia. Others fell into a trance-like sleep or coma. These different forms were recognised

and identified by the physician Constantin von Economo as one disease, which he called

encephalitis lethargica, or sleepy sickness.

 

Many people died of the disease. Of those who survived, some recovered completely. The

majority remained partly disabled, prone to symptoms reminiscent of Parkinson’s disease.

The worst affected sank into a kind of ‘sleep’, unable to move or speak, without any will of

their own, or hope, but conscious and with their memories intact. They were placed in

hospitals or asylums. Ten years after the epidemic had begun, it just as remarkably

disappeared. Fifty years later, the epidemic had been forgotten.

 

In 1966, when Dr. Oliver Sacks, a neurologist trained in London, took up his post at Mount

Carmel, a hospital in New York, he found there a group of eighty people who were the

forgotten survivors of the forgotten epidemic. It was clear that hundreds of thousands had

died in institutions. Dr. Sacks called them ‘the lepers of the present century’. In his book,

‘Awakenings’, he tells of his attempts to understand the nature of their affliction, but also of his

growing appreciation of them as individuals, with their own unique histories and experience.

 

In 1969, Dr. Sacks tried out a remarkable new drug, L-DOPA. For some of his patients, there

then followed a rapid and brief return to something like normality. They were suddenly

restored to the world of the late nineteen sixties. His book documents this remarkable

awakening, as experienced by twenty of his patients. L-DOPA was not, however, the magic

cure that it first seemed. The normality that it promoted soon broke down, with patients

subject to all kinds of bizarre behaviours.

 

In the film of ‘Awakenings’, Robert de Niro plays Leonard Lowe, someone affected by sleepy

sickness as a young man. He is in a state of near sleep, unable to move or speak. Every day,

his mother comes into hospital to care for him, as she has for many years. Robin Williams

plays Dr. Malcolm Sayer, the neurologist who, like Dr. Sacks himself in 1966, takes up a post

at a New York hospital, discovering there the forgotten survivors of the sleepy sickness

epidemic. He finds himself drawn to this group of chronically disabled people, and especially

to Leonard.

 

Robert de Niro’s Leonard is based on the Leonard L. who Sacks describes in his book – an

intelligent and courageous man with a wry sense of humour, who is able only to communicate

in a very limited way, using a letter board. Sacks says how thoroughly De Niro

prepared himself for his role, spending a great deal of time with post-encephalitic patients in

an effort to understand something of how it feels to be so chronically disabled, and to

represent as accurately as possible the quality of if disablement.

 

In the film, we are shown Leonard’s awakening under L-DOPA. Leonard sees the world to

which he has awoken truly wonderful. He has lost many years of his life. Now he wants to

live. He wants his independence. Briefly, we see him determined to achieve this before his

damaged nervous system pulls him back into a catatonic state.

 

 

In the book ‘Awakenings’, Dr. Sacks writes that Leonard says to him after the last futile trial of

another drug:

“Now I accept the whole situation. It was wonderful, terrible, dramatic and comic. It is finally –

sad, and that’s all there is to it. I’ve learned a great deal in the last three years. I’ve broken

through barriers which I had all life. And now, I’ll stay myself and you can keep your L-DOPA.”

 

A note about sleepy sickness:

Encephalitis lethargica (sleepy sickness, or sleeping sickness, as it is called in the U.S.A.) is

caused by a virus attacks the brain. In particular, it attacks a part of the mid-brain – the

substantia nigra – damaging the nerve cells this area and severely reducing their ability to

produce the chemical nerve impulse transmitter, dopamine. In respect, the disease is similar

to Parkinson’s disease. The cerebral cortex (the part of the brain concerned with conscious

awareness, thought and memory) is unaffected. When in the early 1960’s a substance (LDOPA) closely related to dopamine was found to alleviate the symptoms of Parkinson’s

disease, there was the hope that it would do the same for post-encephalitic patients, that is,

people suffering from the after-effects of sleepy sickness. In event, the effect of L-DOPA on

such people was variable and unpredictable. For some, except for a brief return something

close to normality, it was a failure. For others, its effects were beneficial over a longer period,

and for a few, there was a return to a long lasting near normality. The drug raised enormous

expectations in those who been worst affected by sleepy sickness, who for thirty or forty years

had been in a kind of catatonic sleep. Tragically, for some of them, their awakening was all

too brief

 

 

 

 

Leonard’s poem:

 

THE PANTHER by Rainer Maria Rilke (1875-2926)

 

His vision, from the constantly passing bars,

has grown so weary that it cannot hold

anything else. It seems to him there are

a thousand bars; and behind the bars, no world.

 

As he paces in cramped circles, over and over,

the movement of his powerful soft strides

is like a ritual dance around a centre

in which a mighty will stands paralysed.

 

Only at times, the curtain of the pupils

lifts, quietly -. An image enters in,

rushes down through the tensed, arrested muscles,

plunges into the heart and is gone.

Doc 2

PSY1879 Movie worksheet: “Awakenings” Name _______________________

 

“Awakenings” is a 1990 film based on Dr. Oliver Sacks’ 1973 book by the same title. The book is a true biographical story of a British neurologist (Oliver Sacks), fictionalized as American Malcolm Sayer, played by Robin Williams in the film. The film also stars Robert DeNiro, who won the Academy Award for best actor for his portrayal of Leonard Lowe. The film also won Best Picture of 1990 and Best Adapted Screenplay.

 

Pre-movie Questions (you will need to do some outside research to find the answers – check Handouts area in D2L):

1. What is encephalitis lethargica? What are the symptoms?

 

 

 

 

 

 

 

 

2. What does it mean to be catatonic?

 

 

 

 

 

3. What is LDopa? What other major neurological disease is commonly treated with

LDopa?

 

 

 

Post-Movie Questions:

4. What were the effects of LDopa on the catatonic patients?

 

 

 

 

 

5. What seems to mean the most to Leonard after his awakening?

 

 

 

 

 

 

6. For Leonard, what were the eventual side effects of taking LDopa?

 

 

 

 

 

Thought Questions:

 

8. Do you think what Dr. Sayer did in awakening the patients was unethical? How and

why?

 

 

 

 

 

 

 

 

 

9. If you went into a catatonic state this year, what people and things in your life might

be different if you woke up in 30 years?

 

 

 

 

 

 

 

 

 

 

10. Did you like this movie? Why or why not?

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Quantative Design and analysis masters course assessment : Histograms and Descriptive Statistics

For this three-part assessment, you will create and interpret histograms and compute descriptive statistics for given variables; analyze the goals of data screening; and generate scores for variables, analyze types of error, and analyze cases to either reject or not reject a null hypothesis. You will use SPSS software and several Capella course files to complete this assessment.

A solid understanding of descriptive statistics is foundational to grasping the concepts presented in inferential statistics. This assessment measures your understanding of key elements of descriptive statistics.

SHOW LESS

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

  • Competency 1: Analyze the computation, application, strengths, and limitations of various statistical tests.
    • Analyze the strengths and limitations of examining a distribution of scores with a histogram.
    • Analyze the relevant data from the computation, interpretation, and application of z-scores.
    • Analyze real-world application of Type I and Type II errors and the research decisions that influence the relative risk of each.
  • Competency 2: Analyze the decision-making process of data analysis.
    • Analyze meaningful versus meaningless variables reported in descriptive statistics.
    • Apply the logic of null hypothesis testing to cases.
  • Competency 4: Interpret the results of statistical analyses.
    • Interpret histogram results, including concepts of skew, kurtosis, outliers, symmetry, and modality.
    • Interpret descriptive statistics for meaningful variables.
  • Competency 5: Apply a statistical program’s procedure to data.
    • Apply the appropriate SPSS procedures for creating histograms to generate relevant output.
    • Apply the appropriate SPSS procedure for generating descriptive statistics to generate relevant output.
    • Apply the appropriate SPSS procedures for creating z-scores and descriptive statistics to generate relevant output.
  • Competency 7: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the identified field of study.
    • Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the identified field of study.

     

Read Assessment 1 Context [DOC] for important information on the following topics:

SHOW LESS

  • The standard normal distribution and scores.
  • Hypothesis testing.
  • Null and alternative hypotheses.
  • Type I and Type II errors.
  • Probability values and the null hypothesis.

 

APA Resources

Because this is a psychology course, you need to format this assessment according to APA guidelines. Additional resources about APA can be found in the Research Resources in the courseroom navigation menu. Use the resources to guide your work.

  • American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.

Required Resources

The following resources are required to complete the assessment.

SPSS Software

The following statistical analysis software is required to complete your assessments in this course:

  • IBM SPSS Statistics Standard or Premium GradPack (recent version for Windows or Mac).
    • As a Capella learner, you have access to the more robust IBM SPSS Statistics Premium GradPack arranged at an academic discount through a contracted vendor.
    • Please refer to the Statistical Software page on Campus for general information on SPSS software, including the most recent version made available to Capella learners.
Data Set and Software Procedure
  • Data Set Instructions [DOCX].
    • These instructions explain how to access the data needed for this assessment.
  • grades.sav.
    • This file contains the data set used with SPSS to complete the assessment.
Assessment Template and Output Instructions

Preparation

This assessment has three parts, each of which is described below. Submit all three parts as Word documents.

Note: All the course documents you will need for the assessment are linked in the Resources section.

Read Assessment 1 Context to learn about the concepts used in this assessment.

This assessment uses the grades.sav file, found in the Resources for this assessment.

The fictional data in the grades.sav file represent a teacher’s recording of student demographics and performance on quizzes and a final exam across three sections of the course. Each section consists of about 35 students (N = 105).

There are 21 variables in grades.sav. To prepare for this assessment, complete the following:

  • Open your grades.sav file and navigate to the “Variable View” tab.
  • Read the Data Set Instructions, and make sure you have the correct Values and Scales of Measurement assigned.

Part 1: Histograms and Descriptive Statistics

Your first IBM SSPS assessment includes two sections:

  • Create two histograms and provide interpretations.
  • Calculate measures of central tendency and dispersion and provide interpretations.
Key Details and Instructions
  • Submit your assessment as an attached Word document.
  • Begin your assessment by creating a properly formatted APA title page. Include a reference list at the end of the document if necessary. On page 2, begin Section 1.
  • Organize the narrative report with your SPSS output charts and tables integrated along with your responses to the specific requirements listed for that assessment. (See the Copy/Export Output Instructions in the Resources for instructions on how to do this.)
  • Label all tables and graphs in a manner consistent with APA style and formatting guidelines. Citations, if needed, should be included in the text as well as a reference section at the end of the report.
  • For additional help in completing this assessment, refer to IBM SPSS Step-By-Step Instructions: Histograms and Descriptive Statistics, linked in the Resources.
Section 1: Histograms and Visual Interpretation

Section 1 will include one histogram of “total” scores for all the males in the data set, and one histogram of “total” scores for all the females in the data set.

Create two histograms using the total and gender variables in your grades.sav data set:

  • A histogram for male students.
  • A histogram for female students.

Below the histograms, provide an interpretation based on your visual inspection. Correctly use all of the following terms in your discussion:

  • Skew.
  • Kurtosis.
  • Outlier.
  • Symmetry.
  • Modality.

Comment on any differences between males and females regarding their total scores. Analyze the strengths and limitations of visually interpreting histograms.

Section 2: Calculate and Interpret Measures of Central Tendency and Dispersion

Using the grades.sav file, compute descriptive statistics, including mean, standard deviation, skewness, and kurtosis for the following variables:

  • id.
  • gender.
  • ethnicity.
  • gpa.
  • quiz3.
  • total.

Below the Descriptives table, complete the following:

  • Indicate which variable or variables are meaningless to interpret in terms of mean, standard deviation, skewness, and kurtosis. Justify your decision.
  • Next, indicate which variable or variables are meaningful to interpret. Justify your decision. For meaningful variables, specify any variables that are in the ideal range for both skewness and kurtosis.
  • Specify any variables that are acceptable but not excellent.
  • Specify any variables that are unacceptable. Explain your decisions.
  • For all meaningful variables, report and interpret the descriptive statistics (mean, standard deviation, skewness, and kurtosis).

Part 2: Data Screening

For this part of the assessment, respond to the following questions:

What are the goals of data screening? How can you identify and remedy the following?

  • Errors in data entry.
  • Outliers.
  • Missing data.

Part 3: Scores, Type I and II Error, Null Hypothesis Testing

This IBM SPSS assessment includes three sections:

  • Generate scores for a variable in grades.sav and report/interpret them.
  • Analyze cases of Type I and Type II error.
  • Analyze cases to either reject or not reject a null hypothesis.

The format of this assessment should be narrative with supporting statistical output (table and graphs) integrated into the narrative in the appropriate place (not all at the end of the document). See the Copy/Export Output Instructions for instructions on how to do this.

Download the Scores, Type I and Type II Error, Null Hypothesis Testing Answer Template from the Required Resources, and use the template to complete the following sections:

  • Section 1: Scores in SPSS.
  • Section 2: Case Studies of Type I and Type II Error.
  • Section 3: Case Studies of Null Hypothesis Testing.

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