Question 3

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In the role of a forensic counselor, you will be charged with subscribing to a particular theory to guide your practice. Some of the most well-known theoretical approaches to treatment are psychodynamic, humanistic, cognitive behavioral, and client centered.

For this assignment, complete the following:

  • Choose and analyze an approach to counseling forensic clients.
  • Include a discussion of the basic tenets of the approach you have selected and also include the curative factors of this approach.
  • Describe the effectiveness of their use with the forensic population.
  • Include your rationale for choosing this approach.

Post your response in a minimum of 400–500 words.

All written assignments and responses should follow APA rules for attributing sources.

Your responses to your classmates should rely upon at least two sources from additional professional literature. Professional literature may include online library resources, relevant textbooks, peer-reviewed journal articles, and websites created by professional organizations, agencies, or institutions (.edu, .org, and .gov).

Assignment 1 Grading Criteria
Maximum Points
Quality of initial posting
16
Quality of responses to classmates
12
Frequency of responses to classmates
4
Reference to supporting readings
4
Language and grammar
4
Total:
40

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PCN-518 Week 8 Bereavement across the Lifespan

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Week 8 Bereavement across the Lifespan

 

One’s understanding of death and the bereavement process changes over the life span.

Summarize how the various stages of life understand death, and how each might grieve the loss of a loved one.

 

Create a short vignette for each age group that expresses your understanding of the age group’s response to death and bereavement.

 

Finally, hypothesize how a professional counselor might counsel each age group through the bereavement process.

 

Present your information in the form of a matrix.

 

APA format is not required, but solid academic writing is expected.

Include a title page.

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Examination of Clinical Psychology Paper

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Write a 1,050- to 1,400-word paper in which you examine clinical psychology.  Address the following items: •Discuss the history and evolving nature of clinical psychology. •Explain the role of research and statistics in clinical psychology. •Discuss the differences between clinical psychology and other mental health professions, including social work, psychiatry, and school psychology.  Include a minimum of two sources from peer-reviewed publications.  Format your paper consistent with APA guidelines.  Click the Assignment Files tab to submit your assignment.     In agreement please include the following:  Original work only, 0% plagiarism. Include turnitin report prior to paper purchase.

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Current and Future Research

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Psychological testing: old specialty, new markets

By Jonathan Rich, Ph.D. July 1, 2007

 

Psychological testing is an important part of psychology’s history. Opinions about its future are wide ranging. Some psychologists believe it’s a nearly obsolete tool while others see it as a specialty area with tremendous growth potential.

Payment trends Psychological testing has followed a reimbursement course similar to that of  psychotherapy . With the incursion of managed care in the 1980s and 1990s, payment amounts were reduced and the kind and quantity of services were limited by “medical necessity” criteria. Third-party payers vigorously followed these criteria and that dramatically slashed reimbursement for testing. Typically, psychological testing is considered medically necessary if the diagnosis is still unclear after thorough diagnostic interviewing.

However, psychologists have had some good news with regard to insurance reimbursement for testing. Although some Master’s level mental health practitioners have expanded their practices to include psychological testing, insurance typically only pays when a psychologist performs the test. Despite overall declines in Medicare payments, the rate for psychological testing has actually increased recently.

In January 2006, Medicare introduced new billing codes that distinguish tests administered by psychologists from those administered by a technician or assistant. This resulted in a 26 percent to 69 percent increase in payment for outpatient testing by psychologists.

Aurelio Prifitera, Ph.D., psychologist and president of Harcourt Assessment International, sees mental health parity laws as another factor which will reverse the trend toward declining payment for psychological testing. Parity laws require that mental health insurance reimbursement be on equal footing as physical health payments.

Survey of testing psychologists / In a 2007 survey in 18 states, I asked 32 psychologists that use testing in their practice if they saw psychological opportunities becoming more of less plentiful, their opinions about the future of testing and the psychological testing niches.

What was most remarkable about these results was the diversity of opinions. Forty-seven percent of respondents believed that, for psychologists in general, the market for psychological testing was shrinking, while 22 percent saw the market growing. The remainder had not seen a change. But when these psychologists were asked whether they had experienced a growth in testing opportunities in their own practice, 42 percent answered affirmatively.

One recurring theme among the most pessimistic psychologists was that insurance and managed care had drastically reduced payments. A North Carolina psychologist stated, “Managed care and insurance reimbursement have been drastically cut. Testing such as the MMPI, which used to be a regular part of the intake, is not done at all.” Others lamented that testing is being less emphasized in graduate training. John L. Reeves II, Ph.D., ABPP, professor and director of behavioral medicine services at UCLA’s Orofacial Pain Clinic said, “Sadly, the majority of psychology graduate schools are doing a very poor job of teaching psychometric testing and psychodiagnostics. Few graduate departments even require a competency evaluation on such gold standard tests as the MMPI.”

Psychologists with specialized training such as neuropsychology had the most positive attitudes or had found niches outside traditional medical insurance arena. Frank Cushing, Ph.D., practicing in Rockford, Ill., was among the most optimistic respondents. He sees some societal trends opening new markets, including schools asking for violence risk assessments and courts asking for sex offender evaluations. He noted requests for “ ADHD  evaluations have increased with more data about children being overmedicated.”

Surveyed psychologists who perform testing reported an average minimum $850 charge for a test battery and an average maximum of $2,550. Those with a subspecialty in neuropsychology reported an average range of $1,000 to $3,260.

There appears to be no shortage of opportunities for creative and entrepreneurial psychologists. Professional school admission tests, such as the LSAT (Law School Admission Test), require specific documentation in order to accommodate learning disabilities (see lsat.org).

Other new niches include testing for citizenship waivers, pre-surgical evaluations and assessments to screen candidates for the ministry or police work. Matchmaking services such as eHarmony use psychologist expertise to design and validate tests that pair kindred spirits with each other.

Prifitera commented that testing is expanding into business settings to assess talent and into primary care medical settings to screen for mental health needs. In these contexts, psychologists may have a less direct role but are still needed to manage the assessment process.

Traditionally, testing has been done to guide mental health treatment planning. While economic pressures have decreased the demand for this application, new markets continue to make testing a viable, exciting and expanding area of practice.

———-

Jonathan Rich, Ph.D., is a psychologist in private practice in Irvine, Calif., specializing in psychological testing. His website is PsychologicalTesting.com. He is the author of The Couple’s Guide to Love and Money. His e-mail address is: jrich@psychologicaltesting.com.

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Pathophysiology

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Laura Gray is an active woman, 82 years of age, who lost consciousness and collapsed at home. Her daughter found her mother on the floor, awake, confused, and slightly short of breath. The daughter called EMS. EMS evaluated Mrs. Gray and determined that she may have had a stroke. They notified the nearest designated comprehensive stroke center that they would be arriving with the patient within 15 minutes. The daughter reports that her mother had had an episode of sudden-onset numbness and tingling in the right limb, with slight confusion and slurred speech, 3 days previously. The episode lasted only 5 minutes and then the symptoms went away.  Additional information provided by the daughter indicates that Mrs. Gray has been treated for hypertension for 10 years but notes that she is often not compliant with her antihypertensive medicine. The patient smoked for the past 40 years, drinks occasionally, and is of normal weight.

Please answer the following questions and submit your assignment via Blackboard by the due date.

1. What risk factors does Mrs. Gray have for a stroke?

2. Describe how a Transient Ischemic Attack is different than an Ischemic Stroke?

3. In the hospital, Mrs. Gray is immediately scheduled for a CT scan of her brain. What is the importance of this action?

4. Based on her history and her recent stroke, what type of dementia is Mrs. Gray at risk of developing?

5. According to the National Stroke Association, Atrial Fibrillation raises a person’s risk for stroke by 500%. Go to the National Stroke Association web site and identify the connection between Atrial Fibrillation and stroke. http://www.stroke.org/understand-stroke/preventing-stroke/afib-stroke-connection

6. View the following youtube video “Stroke” by Necleus Medical Media (Sample Version) https://www.youtube.com/watch?v=pcmrgwNCPwM and identify the primary differences between ischemic and hemorrhagic stroke.

This is the assignment guidelines:

  • Normal physiological principles, processes, and mechanisms are explained at the molecular, cellular, and organ levels.
  • Physiological processes and mechanisms relating to the pathology are clearly explained.
  • Answers focus on substantive ideas that are supported by relevant facts and examples.
  • Explanations are clear and incorporate appropriate vocabulary.
  • Thoughtful and convincing responses clearly demonstrate depth of subject knowledge.
  • Information is derived from good quality, credible sources.
  • All questions are answered completely.
  • All content is current and accurate.

Bibliography / Citations / Writing (3 points)

  • Two (2) or more sources used for the assignment (your textbook can be one of the sources).
  • All material that is not considered “common knowledge” is cited.
  • All quotations and/or paraphrasing are cited according to APA format.
  • The full reference for each citation is found in the bibliography.
  • References are listed alphabetically at end of assignment in the bibliography.
  • Bibliography and citations follow APA format.
  • Writing is free of grammatical errors.
  • Sentences are complete, clear, and concise.
  • Spelling is correct.

This is the book that should be at least one of the references:

 

Book Name : Porth’s Pathophysiology

Edition : 9th Edition | | ISBN : 1451146000

Author Name : Sheila Grossman; Carol Mattson Porth;

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Prejudice and Discrimination – Social Issue as the Behaviorist Sees It

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See Attachment – It is an outline of the assignment with the professor correction

Synthesis is the act of creating something new from multiple existing entities. Synthesis of research, then, is creating a new idea from existing ideas. It is a process developed through time and practice. In this assignment, you will apply the synthesis process to journal readings from the course. You will also need to conduct additional research into the social issue you have chosen to examine.

General Requirements:

Use the following information to ensure successful completion of the assignment:

  • Refer to the outline you created in Topic 5 along with any feedback from your instructor.
  • This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
  • Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
  • Use academic sources, including peer-reviewed journal articles, government reports, and other instructor-approved texts.
  • Refer to Chapters 2-4 of the Publication Manual of the American Psychological Association (6th ed.) for specific guidelines related to doctoral-level writing. These chapters contain essential information on manuscript structure and content, clear and concise writing, and academic grammar and usage.
  • You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Directions:
Locate the outline you created in Module 5.

Using the outline you developed and the feedback provided by your instructor, write a paper (2,000-2,250 words) that synthesizes information from resources you identified. Do that by including the following:

  1. A description of a current social issue (e.g., prejudice/discrimination, women’s rights, terrorism, homelessness, etc.). What is the problem to be researched?
  2. A behavioral analysis of the issue. Ask yourself, how would a behavioral theorist view the creation and persistence of this issue?
  3. A behavioral solution to the issue. How can behavioral theories be applied to solve this issue? Determine a plan of action, even if it is hypothetical.
  4. Describe the limitations of the behavioral interpretation of the issue, as well as any limitations to the behavioral solution. How might you resolve those limitations?
  5. No plagiarism – similarity level must be 15% or less
  • attachment

    fininetpaper.docx

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case summary

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Abnormal Psychology Case Paper

(40 points) you will choose, and review ONE case study provided. You will be responsible for reviewing the case and assigning multi-axial diagnoses. You will also be responsible for providing a rationale for the diagnoses, as well as a discussion of rule outs, differential diagnoses, and prognosis. This assignment should be 2-3 pages in length (typed, double-spaced, one-inch margins in APA format)

Case Summary #1

Robin Henderson is a 30-year-old married Caucasian woman with no children who lives in a middle-class urban area with her husband. Robin was referred to a clinical psychologist by her psychiatrist. The psychiatrist has been treating Robin for more than 18 months with primarily anti-depressant medication. During this time, Robin has been hospitalized at least 10 times (one hospitalization lasted 6 months) for treatment of suicidal ideation (and one near lethal attempt) and numerous instances of suicidal gestures, including at least 10 instances of drinking Clorox bleach and self-inflicting multiple cuts and burns. Robin was accompanied by her husband to the first meeting with the clinical psychologist. Her husband stated that both he and the patient’s family considered Robin “too dangerous” to be outside a hospital setting. Consequently, he and her family were seriously discussing the possibility of long-term inpatient care. However, Robin expressed a strong preference for outpatient treatment, although no therapist had agreed to accept Robin as an outpatient client. The clinical psychologist agreed to accept Robin into therapy, if she was committed to working toward behavioral change and stay in treatment for at least 1 year. This agreement also included Robin contracting for safety- agreeing she would not attempt suicide.

Clinical History Robin was raised as an only child. Both her father (who worked as a salesman) and her mother had a history of alcohol abuse and depression. Robin disclosed in therapy that she had experienced severe physical abuse by her mother throughout childhood. When Robin was 5, her father began sexually abusing her. Although the sexual abuse had been non-violent for the first several years, her father’s sexual advances became physically abusive when Robin was about 12 years old. This abuse continued through Robin’s first years of high school. Beginning at age 14, Robin began having difficulties with alcohol abuse and bulimia nervosa. In fact, Robin met her husband at an A.A (Alcoholics Anonymous) meeting while she was attending college. Robin continued to display binge-drinking behavior at an intermittent frequency and often engaged in restricted food intake with consequent eating binges. Despite these behaviors, Robin was able to function well in work and school settings, until the age of 27.

She had earned her college degree and completed 2 years of medical school. However, during her second year of medical school, a classmate that Robin barely knew committed suicide. Robin reported that when she heard of the suicide, she decided to kill herself as well. Robin displayed very little insight as to why the situation had provoked her inclination to kill herself. Within weeks, Robin dropped out of medical school and became severely depressed and actively suicidal. A certain chain of events seemed to precede Robin’s suicidal behavior. This chain began with an interpersonal encounter, usually with her husband, which caused Robin to feel threatened, criticized or unloved (usually with no clear or objective basis for this perception. These feelings were followed by urges to either self-mutilate or kill herself. Robin’s decision to self-mutilate or attempt suicide were often done out of spite- accompanied by the thought, “I’ll show you.” Robin’s self-injurious behaviors appeared to be attention-seeking. Once Robin burned her leg very deeply and filled the area with dirt to convince the doctor that she needed medical attention- she required reconstructive surgery. Although she had been able to function competently in school and at work, Robin’s interpersonal behavior was erratic and unstable; she would quickly and without reason, fluctuate from one extreme to the other. Robin’s behavior was very inconsistent- she would behave appropriately at times, well-mannered and reasonable and at other times she seemed irrational and enraged, often verbally berating her friends. Afterwards she would become worried that she had permanently alienated them. Robin would frantically do something kind for her friends to bring them emotionally closer to her. When friends or family tried to distance themselves from her, Robin would threaten suicide to keep them from leaving her. During treatment, Robin’s husband reported that he could not take her suicidal and erratic behavior any longer. Robin’s husband filed for divorce shortly after her treatment began. Robin began binge drinking and taking illegal pain medication. Robin reported suicidal ideation and feeling of worthlessness. Robin displayed signs of improvement during therapy, but this ended in her 14 months of treatment when she committed suicide by consuming an overdose of prescription medication and alcohol.

Case Summary #2

At the time of his admission to the psychiatric hospital, Carl Landau was a 19-year-old single African American male. Carl was a college freshman majoring in philosophy who had withdrawn from school because of his incapacitating symptoms and behaviors. He had an 8-year history of emotional and behavioral problems that had become increasingly severe, including excessive washing and showering; ceremonial rituals for dressing and studying; compulsive placement of any objects he handled; grotesque hissing, coughing, and head tossing while eating; and shuffling and wiping his feet while walking.

These behaviors interfered with every aspect of his daily functioning. Carl had steadily deteriorated over the past 2 years. He had isolated himself from his friends and family, refused meals, and neglected his personal appearance. His hair was very long, as he had refused to have it cut in 5 years. He had never shaved or trimmed his beard. When Carl walked, he shuffled and took small steps on his toes while continually looking back, checking and rechecking. On occasion, he would run in place. Carl had withdrawn his left arm completely from his shirt sleeve, as if it was injured and his shirt was a sling.

Seven weeks prior to his admission to the hospital, Carl’s behaviors had become so time-consuming and debilitating that he refused to engage in any personal hygiene for fear that grooming, and cleaning would interfere with his studying. Although Carl had previously showered almost continuously, at this time he did not shower at all. He stopped washing his hair, brushing his teeth and changing his clothes. He left his bedroom infrequently, and he had begun defecating on paper towels and urinating in paper cups while in his bedroom, he would store the waste in the corner of his closet. His eating habits degenerated from eating with the family, to eating in the adjacent room, to eating in his room. In the 2 months prior to his admission, Carl had lost 20 pounds and would only eat late at night, when others were asleep. He felt eating was “barbaric” and his eating rituals consisted of hissing noises, coughs and hacks, and severe head tossing. His food intake had been narrowed to peanut butter, or a combination of ice cream, sugar, cocoa and mayonnaise. Carl did not eat several foods (e.g., cola, beef, and butter) because he felt they contained diseases and germs that were poisonous. In addition, he was preoccupied with the placement of objects. Excessive time was spent ensuring that wastebaskets and curtains were in the proper places. These preoccupations had progressed to tilting of wastebaskets and twisting of curtains, which Carl periodically checked throughout the day. These behaviors were associated with distressing thoughts that he could not get out of his mind, unless he engaged in these actions. Carl reported that some of his rituals while eating was attempts to reduce the probability of being contaminated or poisoned. For example, the loud hissing sounds and coughing before he out the food in his mouth were part of his attempts to exhale all of the air from his system, thereby allowing the food that he swallowed to enter an air-free and sterile environment (his stomach) Carl realized that this was not rational, but was strongly driven by the idea of reducing any chance of contamination. This belief also motivated Carl to stop showering and using the bathroom. Carl feared that he may nick himself while shaving, which would allow contaminants (that might kill him) to enter his body. The placements of objects in a certain way (waste basket, curtains, shirt sleeve) were all methods to protect him and his family from some future catastrophe such as contracting AIDS. The more Carl tried to dismiss these thoughts or resist engaging in a problem behavior, the more distressing his thoughts became.

 Clinical History

Carl was raised in a very caring family consisting of himself, a younger brother, his mother, and his father who was a minister at a local church. Carl was quiet and withdrawn and only had a few friends. Nevertheless, he did very well in school and was functioning reasonably well until the seventh grade, when he became the object of jokes and ridicule by a group of students in his class. Under their constant harassment, Carl began experiencing emotional distress, and many of his problem behaviors emerged. Although he performed very well academically throughout high school, Carl began to deteriorate to the point that he often missed school and went from having few friends to no friends. Increasingly, Carl started withdrawing to his bedroom to engage in problem behaviors described previously. This marked deterioration in Carl’s behavior prompted his parents to bring him into treatment.

Case Summary #3

Mr. Ben Simpson is a single, unemployed, 44-year-old Caucasian man brought to the emergency room by the police for striking an elderly woman in his apartment building. His chief complaint is, “That damn bitch. She and the rest of them deserved more than that for what they put me through.” The patient has been continuously ill since age 22. During his first year of law school, he gradually became more and more convinced that his classmates were making fun of him. He noticed that they would snort and sneeze whenever he entered the classroom. When a girl he was dating broke off the relationship with him, he believed that she had been “replaced” by a look-alike. He called the police and asked for their help to solve the “kidnapping.” His academic performance in school declined dramatically, and he was asked to leave and seek psychiatric care.

Mr. Simpson got a job as an investment counselor at a bank, which he held for 7 months. However, he was receiving an increasing number of distracting “signals” from co-workers, and he became more and more suspicious and withdrawn. It was at this time that he first reported hearing voices. He was eventually fired and soon thereafter was hospitalized for the first time, at age 24. He has not worked since

Mr. Simpson has been hospitalized 12 times, the longest stay being 8 months. However, in the last 5 years he has been hospitalized only once, for 3 weeks. During the hospitalizations he has received various antipsychotic drugs. Although outpatient medication has been prescribed, he usually stops taking it shortly after leaving the hospital. Aside from twice-yearly lunch meetings with his uncle and his contacts with mental health workers, he is totally isolated socially. He lives on his own and manages his own financial affairs, including a modest inheritance. He reads the Wall Street Journal daily. He cooks and cleans for himself.

Mr. Simpson maintains that his apartment is the center of a large communication system that involves all the major television networks, his neighbors, and apparently hundreds of “actors” in his neighborhood. There are secret cameras in his apartment that carefully monitor all his activities. When he is watching television, many of his minor actions (e.g., going to the bathroom) are soon directly commented on by the announcer. Whenever he goes outside, the “actors” have all been warned to keep him under surveillance. Everyone on the street watches him. His neighbors operate two different “machines”; one is responsible for all his voices, except the “joker.” He is not certain who controls this voice, which “visits” him only occasionally and is very funny. The other voices, which he hears many times each day, are generated by this machine, which he sometimes thinks is directly run by the neighbor whom he attacked. For example, when he is going over his investments, these “harassing” voices constantly tell him which stocks to buy. The other machine he calls “the dream machine.” This machine puts erotic dreams into his head, usually of “black women.”

Mr. Simpson described other unusual experiences. For example, he recently went to a shoe

store 30 miles from his house in the hope of buying some shoes that wouldn’t be “altered.”

However, he soon found out that, like the rest of the shoes he buys, special nails had been

put into the bottom of the shoes to annoy him. He was amazed that his decision concerning

which shoe store to go to must have been known to his “harassers” before he himself knew

it, so that they had time to get the altered shoes made up especially for him. He realizes that

great effort and “millions of dollars” are involved in keeping him under surveillance. He

sometimes thinks this is all part of a large experiment to discover the secret of his “superior

intelligence.”

At the interview, Mr. Simpson is well groomed, and his speech is coherent, and goal directed. His affect is, at most, only mildly blunted. He was initially very angry at being brought in by the police. After several weeks of treatment with an antipsychotic drug that failed to control his psychotic symptoms, he was transferred to a long-term care facility with a plan to arrange a structured living situation for him.

Video Paper Requirements 40 points (select ONE movie and answer all the questions and other information you research to support your answers) The paper must be in APA format.

Personality Disorders

Select one of the following movies and answer the discussion questions that

follow in APA format report.

 Girl Interrupted (1999 Drama; Angelina Jolie, Winona Ryder,

Whoopie Goldberg)

 Fatal Attraction (1987 Thriller/Drama; Glenn Close, Michael

Douglas)

 Natural Born Killers (1994 Thriller/Drama; Woody Harrelson,

Juliette Lewis)

 American Psycho (1999 Drama/Suspense; Christian Bale)

Must answer the following questions in your APA formatted paper.

  • Identify the character and the psychological disorder they display.
  • Did the movie accurately portray the symptoms of the disorder? Was this an accurate clinical picture? Explain in detail and provide examples from the movie.
  • Discuss any inaccuracies and misconceptions perpetrated of the disorder in the Movie. If the disorder was misrepresented explain how this could be misleading to a typical movie-goer?
  • How is a personality disorder different from an Axis 1 disorder?

Dissociative Disorders

 Primal Fear (1996 Drama/Suspense; Richard Gere, Edward Norton)

 Me, Myself and Irene (2000 Comedy; Jim Carey, Renee Zellweger)

 Identity (2003 Thriller; John Cusack, Ray Liotta, Amanda Peete)

 Fight Club (1999 Action/Drama; Brad Pitt, Edward Norton)

 Secret window (2004 Thriller; Johnny Depp, John Turturro)

  • Identify the character and the psychological disorder they display.
  • Did the movie accurately portray the symptoms of the disorder? Was this an accurate clinical picture? Explain in detail and provide examples from the movie.
  • Discuss any inaccuracies and misconceptions perpetrated of the disorder in the movie. If the disorder was misrepresented explain how this could be misleading to a typical movie-goer. Many reputable theorists believe DID does not exist. What do you think? Support your though

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Stat

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ANOVA, Chi-Square Tests, and Regression

Complete the following problems within this Word document. Do not submit other files. Show your work for problem sets that require calculations. Ensure that your answer to each problem is clearly visible. You may want to highlight your answer or use a different type color to set it apart.

ANOVA

Problem Set 4.1: Critical Value

Criterion: Explain the relationship between k and power based on calculated k values.

Instructions: Read the following and answer the questions.

Work through the following and write down what you see in the F-table. This will help familiarize you with the table.

The F-table: The degrees of freedom for the numerator (k − 1) are across the columns; the degrees of freedom for the denominator (N − k) are across the rows in the table. A separate table is included for a .05 and .01 level of significance.

Increasing the levels of the independent variable (k):

Suppose we have a sample size of 24 participants (N = 24). Record the critical values given the following values for k:

 

.05

.01

 

k   = 2

k   = 4

k   = 6

k   = 8

___

___

___

___

___

___

___

___

As k increases (from 1 to 8), does the critical value increase or decrease? Based on your answer, explain how k is related to power.

Problem Set 4.2: One-way ANOVA in SPSS

Criterion: Calculate an ANOVA in SPSS.

Data: The following is the amount of fat (in grams) consumed in a buffet-style lunch among professional bodybuilders under conditions of high, moderate, and low stress:

 

Stress   Levels

 

High 

Moderate

Low

 

10

9

9

 

7

4

4

 

8

7

6

 

12

6

5

 

6

8

7

Instructions: Complete the following steps:

a. Open SPSS and open a New DataSet.

b. Click the Variable View tab at the bottom and enter Stress and enter Fat as the variables. Click the Values box for the Stress row and define 1 as high, 2 as medium, and 3 as low.

c. Enter the data. For example, type 1 in row 1 under Stress and type 10 in row 1 under Fat. Continue typing in all the data. Please remember to change to 2 in column 1 when the stress is moderate and change to 3 in column 1 when the stress is low

d. In the Toolbar, click Analyze, select Compare Means, and then select One-Way ANOVA.

e. Select Fat and then click Arrow to send it over to the Dependent List box.

f. Select Stress and then click Arrow to send it over to the Factor box.

g. Click OK and copy and paste the output below.

Problem Set 4.3: One-way ANOVA in Excel

Criterion: Calculate an ANOVA in Excel.

Instructions: Use the data from Problem Set 4.3 to complete the following steps:

a. Open Excel to an empty sheet.

b. Enter the data from Problem Set 4.3.

c. In Row 1, enter High in cell A1, Moderate in cell B1, and Low in cell B1.

d. In the toolbar, click Data Analysis, select Anova: Single Factor, and click OK.

e. In Input Range: $A$1:$C$6, put a check next to Labels in First Row, click OK.

f. Results will appear in a new sheet to the left; copy and paste the input below.

Problem Set 4.4: One-way ANOVA Results in APA Style

Criterion: Report ANOVA results in APA format.

Data: Use the results from Problem Set 4.4.

Instructions: Complete the following:

a. State the null hypothesis. ___________________________________

b. Report your results in APA format (as you might see them reported in a journal article). ___________________________________

Problem Set 4.5: Interpret ANOVA Results

Criterion: Interpret the results of an ANOVA.

Instructions: Read the following and answer the question.

Data: Life satisfaction among sport coaches. Drakou, Kambitsis, Charachousou, and Tzetzis (2006) tested differences in life satisfaction among sport coaches. They tested differences by sex, age, marital status, and education. The results of each test in the following table are similar to the way in which the data were given in their article.

 

Independent    Variables

Life Satisfaction

 

M

SD

F

p

 

Sex

0.68

.409

 

Men

3.99

0.51

 

Women

3.94

0.49

 

Age

3.04

.029

 

20s

3.85

0.42

 

30s

4.03

0.52

 

40s

3.97

0.57

 

50s

4.02

0.50

 

Marital status

12.46

.000

 

Single

3.85

0.48

 

Married

4.10

0.50

 

Divorced

4.00

0.35

 

Education

0.82

.536

 

High school

3.92

0.48

 

Postsecondary

3.85

0.54

 

University degree

4.00

0.51

 

Masters

4.00

0.59

1. Which factors were significant at a .05 level of significance? _____________________

State the number of levels for each factor. ____________________________________

Problem Set 4.6: Tukey HSD Test in SPSS

Criterion: Calculate post hoc analyses in SPSS.

Data: Use SPSS data from Problem Set 4.3.

Instructions: Complete the following steps:

a. In the Toolbar, click Analyze, select Compare Means, and then select One-Way ANOVA.

b. Select Fat then click Arrow to send it over to the Dependent List box.

c. Select Stress, then click Arrow to send it over to the Factor box.

d. Click Post Hoc and then check the box Tukey. Click Continue.

e. Click OK and copy and paste the output to the Word document.

Problem Set 4.7: Tukey HSD Interpretation

Criterion: Interpret Tukey HSD results from SPSS output.

Data: Use your output from Problem Set 4.6.

Instructions: Identify where significant differences exist at the .05 level between the stress levels.

Chi-Square Tests

Problem Set 4.8: Critical Values

Criterion: Explain changes in critical value based on calculations.

Instructions: Read the following and answer the questions.

The chi-square table. The degrees of freedom for a given test are listed in the column to the far left; the level of significance is listed in the top row to the right. These are the only two values you need to find the critical values for a chi-square test.

Work through the following exercise and write down what you see in the chi-square table. This will help familiarize you with the table.

Increasing k and a in the chi-square table:

1. Record the critical values for a chi-square test, given the following values for k at each level of significance:

 

.10

.05

.01

 

k   = 10

___

___

___

 

k   = 16

___

___

___

 

k   = 22

___

___

___

 

k   = 30

___

___

___

Note: Because there is only one k given, assume this is a goodness-of-fit test and compute the degrees of freedom as (k − 1).

2. As the level of significance increases (from .01 to .10), does the critical value increase or decrease? Explain. ___________________________________

3. As k increases (from 10 to 30), does the critical value increase or decrease? Explain your answer as it relates to the test statistic. ___________________________________

Problem Set 4.9: Parametric Tests

Criterion: Identify parametric tests.

Instructions: Based on the scale of measurement for the data, identify if a test is parametric or nonparametric.

  1. A researcher measures the proportion of      schizophrenic patients born in each season. ___________________________________
  2. A researcher measures the average age      that schizophrenia is diagnosed among male and female patients. ___________________________________
  3. A researcher tests whether frequency of      Internet use and social interaction are independent. ___________________________________
  4. A researcher measures the amount of      time (in seconds) that a group of teenagers uses the Internet for      school-related and non-school-related purposes. ___________________________________

Problem Set 4.10: Chi-Square Analysis in SPSS

Criterion: Use SPSS for a chi-square analysis.

Data: Tandy’s Ice Cream shop serves chocolate, vanilla, and strawberry ice cream. Tandy wants to plan for the future years. She knows that on average she expects to purchase 100 cases of chocolate, 75 cases of vanilla, and 25 cases of strawberry (4:3:1). This year, the ice cream sales increased, and she purchased 133 cases of chocolate, 82 cases of vanilla, and 33 cases of strawberry.

Instructions: Complete the following steps:

a. Open SPSS and create a New DataSet.

b. Go to the Variable View tab and type Flavor in the first row and Frequency in the second row. Adjust the decimal value to 0. Go to Values in the Flavor row and enter 1 for chocolate, 2 for vanilla, and 3 for strawberry and click OK.

c. Go to the Data View tab and under the Flavor column, enter 1 in row 1, 2 in row 2, and 3 in row 3. Under the frequency column, enter 133 in row 1, 82 in row 2, and 33 in row 3.

d. In the Toolbar, click Data, then select Weight Cases.

e. Select Weight Cases By, select Frequency, and then click Arrow to send it over to the Frequency Variable box. Click OK.

f. In the Toolbar, click Analyze, then Nonparametric Tests, then Legacy Dialogs, and then Chi-Square.

g. Select Flavor and then click Arrow to send to the Test Variable List.

h. Under Expected Values, select Values and then enter the following three values in the order: 100, 75, and 25.

i. Click OK and copy and paste the output to the Word document.

j. Answer this: Was Tandy’s distribution of proportions the same as expected?

Regression

Problem Set 4.11: Analysis of Regression in SPSS

Criterion: Use SPSS to complete an analysis of regression.

Data: 

 

X (Age in Years)

Y (Life   Satisfaction)

 

18

6

 

18

8

 

26

7

 

28

5

 

32

9

 

19

8

 

21

5

 

20

6

 

25

7

 

42

9

Instructions: Complete the following steps.

a. Open SPSS and create a New DataSet.

b. Go to the Variable View tab and type X in the name column, then enter Y in the column below it.

c. Go to Data View and enter the data from the table above.

d. Go to the tool bar, click Analyze, select Regression, then select Linear.

e. Select Y and then click the Arrow to send to Dependent.

f. Select X and the click the Arrow to send it to Independent(s).

g. Select Ok. Copy and paste the output to this Word document.

Problem Set 4.12: Analysis of Regression in Excel

Criterion: Use Excel to complete an analysis of regression.

Data: Use the data from Problem Set 4.11.

Instructions: Complete the following steps.

a. Open Excel and work in a new sheet.

b. Enter the data from the table in Problem Set 4.11. Cell A1 will be X. Cell B1 will be Y. Then, enter the data below.

c. Go to the tool bar, click Data Analysis, and select Regression.

d. Put a check next to Labels and Confidence Level.

e. In Input Y Range: $B$1:$B$11, In Input X Range: $A$1:$A$11

f. Select Ok. Your data will appear in a new Sheet to the left.

g. Copy and paste the output to this document.

Problem Set 4.13: Identify Tests for Ordinal Data

Criterion: Identify tests for ordinal data.

Instructions: Read the following and answer the questions.

Identify the appropriate nonparametric test for each of the following examples and explain why a nonparametric test is appropriate.

1. A researcher measures fear as the time it takes to walk across a presumably scary portion of campus. The times (in seconds) that it took a sample of 12 participants were 8, 12, 15, 13, 12, 10, 6, 10, 9, 15, 50, and 52. ___________________________________

2. Two groups of participants were given 5 minutes to complete a puzzle. The participants were told that the puzzle would be easy. In truth, in one group, the puzzle had a solution (Group Solution), and in the second group, the puzzle had no solution (Group No Solution). The researchers measured stress levels and found that frustration levels were low for all participants in Group Solution and for all but a few participants who showed strikingly high levels of stress in Group No Solution. ___________________________________

3. A researcher measured student scores on an identical assignment to see how well students perform for different types of professors. In Group Adviser, their professor was also their adviser; in Group Major, their professor taught in their major field of study; in Group Nonmajor, their professor did not teach in their major field of study. Student scores were ranked in each class, and the differences in ranks were compared. ___________________________________

4. A researcher has the same participants rank two types of advertisements for the same product. Differences in ranks for each advertisement were compared. ___________________________________

A professor measures student motivation before, during, and after a statistics course in a given semester. Student motivation was ranked at each time in the semester, and the differences in ranks were co

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Case Study TWO Worksheet

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MUST BE NEW AND ORIGINAL WORK NOT GIVEN TO OTHER STUDENTS. Write in a clear, concise, and organized manner; demonstrate ethical scholarship in the accurate representation and attribution of sources; and display accurate spelling, grammar, and punctuation. Include citations in the text and references at the end of the document in APA format.PLEASE READ INSTRUCTION CAREFULLY. IN TEXT CITATION AND MUST CITE ALL REFERENCE IN APA FORMAT

 

 

Read Case Study TWO in the text. (( see attachment))

 

Complete the University of Phoenix Material: Case Study TWO Worksheet.(( see attachment)) Please provide responses on the worksheet.

 

Click the Assignment Files tab to submit your assignment.

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Case Conceptualization: Interventions and Evaluation

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In this assignment, you will continue to discuss your work with the client you presented in your Unit 5 Case Conceptualization paper.  Complete this assignment by addressing the following topics in four-part format.    Please review all attachments for details of the assignment.

The following are attached

Unit 5 Case Conceptualization paper

Scoring Guide

Assignment instructions and requirements.

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