Psychology

Class- Education Psychology  topic- Autism key points- information such as a particular theory, concept idea/description How is this relevant in today’s classroom? – What is the importance in Teaching/Learning? – How would you use this in the classroom and why?

Skip To Content TutorialsSupportLog Out  Shontell Snoddy COURSES RESOURCES MY MEDIA  PSYC-FP4600 – Fall 2020 – Section 01   Assessment 2 PSYC-FP4600 – FALL 2020 – SECTION 01 Home Syllabus Set Target Dates Assessment 1 Assessment 2 Assessment 3 Assessment 4 Academic Honesty Expectations Complete This Course NOTIFICATIONS Announcements COURSE TOOLS Research Resources Supplemental Resources Ask Your Tutor Contact Your Coach Faculty Feedback Follow-up Flexpath on Campus Report Course Activity SafeAssign ePortfolio VitalSource Bookshelf Assessment 2   PRINT Research Proposal Details Attempt 1Evaluated Attempt 2Available Attempt 3NotAvailable Toggle Drawer Overview Create a research proposal that provides a detailed plan for your research study that states your hypothesis, reports on sampling methods, and identifies how the data will be analyzed to answer the research question. By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: SHOW LESS Competency 1: Explain types of psychological research methods. Describe the use of a study method. Describe a sampling method that is appropriate for a study and available resources. Describe research methods used. Competency 2: Apply research methods and psychological research findings. Accurately identify key research concepts in a research project. Competency 3: Design an ethically appropriate psychological research study utilizing psychological theory and concepts. Design research with respect to controls for variations in behavior related to individual and sociocultural differences that can influence research outcomes. Competency 4: Conduct an ethically appropriate psychological research study. Adopt high-quality measurement strategies that enhance reliability and validity. Competency 5: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in the field of psychology. Incorporate feedback to revise a literature review. Use APA-style formatting, citations, and references. Competency Map CHECK YOUR PROGRESS Use this online tool to track your performance and progress through your course. Toggle Drawer Resources Selecting Your Sample Selecting your sample is the next crucial component of designing your proposal. Use the following resources to help you. Salkind, N. J. (2017). Exploring research (9th ed.). Boston, MA: Pearson. Available in the courseroom via the VitalSource Bookshelf link. Chapter 4, “Sampling and Generalizability,” pages 73–81. This chapter explains populations, samples, and sample size. Complete The Sample in the Learn tab of the Quick Guide of Academic Writer to learn about the sample of research participants, different types of sampling methods, assessing sampling bias, and select an appropriate sample size. SHOW LESS Levels of Measurement Each variable has a different level of measurement, which must be carefully considered in the study. In your textbook, read the following chapters: Salkind, N. J. (2017). Exploring research (9th ed.). Boston, MA: Pearson. Available in the courseroom via the VitalSource Bookshelf link. Chapter 5, “Measurement, Reliability, and Validity,” pages 83–97. This chapter will help you learn about the various levels of measurements and how to ensure that your study is reliable and valid. Chapter 6, “Methods of Measuring Behavior,” pages 101–114. As you work on the concepts of tests and measurements, read this chapter to learn about various types of tests and their uses in the field. Complete Criteria and Criterion Measures in the Learn tab of the Quick Guide of Academic Writer to learn about the selection of appropriate criteria and valid and reliable criterion measures for both the independent and dependent variable. Variables Complete the following videos in the Learn tab of the Quick Guide of Academic Writer. Confounding Variables and Their Control. Learn about confounding variables and how to control them, as well as how they function in various contexts. Research Strategies and Variables: Relationships between Variables. Learn about design choices, causal and noncausal relationships between variables, and data analysis and study design. Research Methods As you work on understanding experimental designs and internal and external validity, review the following resources: Salkind, N. J. (2017). Exploring research (9th ed.). Boston, MA: Pearson. Available in the courseroom via the VitalSource Bookshelf link. Chapter 11, “Pre- and True Experimental Research Methods,” pages 172–180. This chapter discusses how to ensure that a researcher is controlling for extraneous variables, which are sometimes not accounted for in a study. Chapter 12, “Quasi-Experimental Research: A Close Cousin to Experimental Research,” pages 182–190. This chapter discusses quasi-experimental research, which is similar to experiments, but does not use random assignment. Understanding these various designs will help you select the most appropriate one for your proposal. Writing a Research Proposal As you work toward your proposal, read the following chapters in your textbook: Salkind, N. J. (2017). Exploring research (9th ed.). Boston, MA: Pearson. Available in the courseroom via the VitalSource Bookshelf link. Chapter 13, “Writing a Research Proposal,” pages 192–199. This chapter will assist you in formatting your paper, understanding the research you have reviewed, data collection, data analysis, reliability, validity, and more. This chapter is a great resource and guide for creating your culminating assessment. Complete Method to learn how to write a method section and describe participants, procedures, and research design. Assessment Instructions Preparation For this research, you will use the archival data from the GSS Data Explorer website to develop a research research question, develop a hypothesis, and analyze the data to draw conclusions. Navigate to the GSS website. GSS Data Explorer (2019). Retrieved from https://gssdataexplorer.norc.org/ You will complete the following steps in the GSS website. For a step-by-step guide, refer to the GSS Data Explorer Instructions [PDF] or the GSS Data Explorer Instructions video. Create an account and add your two chosen variables to your cart. Be sure that those variables are what you selected for your Literature Review. Create a project, label it 4600_Last name, and save it. Download the data by exporting it to Microsoft Excel. Review the data available for each variable. Once you have chosen your variables, use them for the entire course and use the resources provided to craft your study. Instructions In the next assessment, you will start to conduct your research study. We conduct research studies to expand our knowledge on how human behavior in the world is evolving. To conduct an effective study, we need to understand theories of development as they relate to our current environment and society. The first step, however, is to create a research proposal that provides the detailed plan for your study. Be sure to use the Research Proposal Template [DOC], as it provides context and wording that you should use to help you clearly explain your main points. By using the template, you will cover all of the points below. Insert your revised literature review in the Literature Review section in the template. Operationally define the variables that you are using in your study. State your hypothesis for your study. Report on the method you will use to sample your participants. You may want to look at the GSS website to see how participants were found. Use your notes from the media piece to guide your sampling method selection. Explain the method you will use to collect and analyze your data. You may want to look at the GSS site to see how data was found. Use your notes from the media piece to guide your sampling method selection. Choose the measurement that matches your study. Review the template for suggested language. Discuss how the measurement increases the reliability and validity of the study. Explain your procedure based on research design you chose. Submission Requirements Submit your proposal as your deliverable for assessment. This button will take you to the next available assessment attempt tab, where you will be able to submit your assessment.

Unit 5 Assignment: Achievement and Aptitude Assessment Evaluation Select an existing Achievement or Aptitude Test and discuss the possible sources of error that may be inherent in this instrument. Explain why some sources of error are likely to be larger than others for your selected test. Along with the text, and the two articles listed below, locate an additional two scholarly journal articles related to your selected inventory. (5 total references) The Roach article below is accessible through the links listed, and the Barrett article is available in Course Resources. Respond to the corresponding topics in an essay format; summarize the salient validity issues in each article. Roach, R. (2014). Teaching to the Test. Diverse: Issues in Higher Education, 31(3), 32. Retrieved from https://search-ebscohost-com.libauth.purdueglobal.edu/login.aspx?direct=true&db=f5h&AN=96357911&site=eds-live Describe how standardized test for college admission has become a controversial issue. Discuss the issues with the education system’s reliance on the No Child Left Behind Act and how it has come under criticism. Barrett, J. (2011). The Aptitude Test Workbook?: Discover Your Potential and Improve Your Career Options with Practice Psychometric Tests (Vol. 2nd ed). London: Kogan Page. Discuss why it is important to explore a candidate’s abilities and true potential. Review the advantages of a client/student learning about their strengths and weaknesses can be helpful in their future goals Note: Find a test measuring a construct for Achievement or Aptitude assessment; do not purchase a review of any test. You will use the websites to look up the name and brief description of a test and then conduct further research on your own about this test. The assignment should include the following: Follow assignment directions (review grading rubric for best results). Use correct APA formatting per the current edition of the APA Publication Manual. Demonstrate college-level communication through the composition of original materials in Standard English. Be written in Standard English and be clear, specific, and error-free. If needed, be sure to use the Writing Center for help. Be a minimum of seven pages (not including Title Page and Reference List).

View the library tutorial on using the GCU databases and the empirical journal checklist. Find a scholarly peer reviewed journal from the library. Select a research study (complete with Method, Results, and Discussion sections). In 750-1,000 words, analyze the article. List the research question(s)/hypothesis being considered in the article. Summarize the study being conducted, including the purpose of the study. Describe the method and design used to test the research question(s)/hypothesis, including: Discuss if you believe the method and design was the correct method and design for the study. If not, what would your suggestion for method and design be? Describe the variables, how were they defined and operationalized?       4.  Discuss if the study is ethically sound. Why or why not. What elements are present, or lacking, to show it is ethically sound.

Paper Choose ONE of the following and answer it. 2 pages max. .doc, .docx, .rtf, .pdf, NO .pages format     #1.  Chapter 2: Scientific Methods, describe an experiment you would want to conduct.  What is your hypothesis, is there a theory or framework involved? How would you collect data?  How would you analyze or present the data? What do you expect to find if your hypothesis is true or if it turns out to be false? What are the implications of your study and how far can you generalize it?  Finally, why should we conduct this study? #2. Chapter 6: Describe a behavior you have learned through classic conditioning or a behavior you could teach someone with classic condition.  Identify the Unconditioned stimulus, unconditioned response, conditioned stimulus and conditioned response. How many trials do you think it would take to be conditioned, and what is the tendency for extinction and spontaneous recovery? #3. Chapter 6: Describe a behavior you can shape in yourself or another through operant conditioning.  What are the possible reinforcement and punishments, both positive and negative. What type of schedule of reinforcement will you choose and its delay?   #4. Chapter 12: Choose a current major issue in our society.  What concept in social psychology is relevant to this issue? How would you address and/or what is your response to this issue? Why is this issue important to you and can social psychology provide guidance?    #5.  Chapter 15: Pick a psychological disorder or a group of related disorders.  Describe this disorder and its related treatment. Why did you pick this disorder? Why is it important that other should be informed about this disorder? How should others react to individuals who have this disorder?  What should an individual who has this order do to get help?  #6. What are the most important concepts you have taken away from this course (at least 5)?  What would you tell the next group of students taking this course about psychology and/or the instructor?

-Improvise  -Currently halfway through an I/O Psychology Program Take some time to reflect on the following points and post your experience to the discussion board. Review the posts from your peers and provide any advice from your own process of collecting information and connecting with professionals to help one another overcome common hurdles.  Have you had any obstacles or frustrations in the practicum so far? What? Why? What are some things you have done to overcome these challenges in order to continue to complete your project?  If you had all the time in the world, what would be your ideal end goal or deliverable from your practicum? Who would you like to impact? Who else do you think you should connect with in order to get the most well-rounded perspective on the topic? Why? Do you foresee anything preventing you from achieving your end goal? How might you troubleshoot this?

Self-Management Plan: In your self-management plan, you will (i) identify one of your own behaviours that you would like to change and (ii) develop a comprehensive, detailed, and realistic self-management plan to change that behaviour.  You are not required to actually implement theself-management plan.  On pages 424-427 of the textbook, the nine steps of a self-management plan are described.  Because you are not required to implement the plan, you can ignore steps 7 and 8.   Your self-management plan must contain the following:   1. A thorough definition of the target behaviour, which is the behaviour that you want to decrease or increase in frequency.  Explain clearly why it is important to you to increase or decrease the target behaviour, and how you believe your life will be positively impacted by an increase or decrease in the frequency of the target behaviour.  Determine whether the target behaviour is a behavioural deficit (i.e., the target behaviour is a behaviour you want to increase) or a behavioural excess (i.e., the target behaviour is a behaviour that you want to decrease).  Determine which specific dimension(s) of the target behaviour you want to change.   2. An identification of the competing behaviours.  If you want to increase your target behaviour, identify the competing behaviours, which are behaviours that you are currently doing instead of the target behaviour – these competing behaviours are behavioural excesses that you want to decrease.  Or, if you want to decrease your target behaviour, identify the competing behaviours, which are behaviours that you are currently not doing very much, but behaviours you could do more to help you avoid the target behaviour – these competing behaviours are behavioural deficits that you want to increase.  Create definitions for the competing behaviours.  Determine which dimension(s) of the competing behaviour(s) you want to change.   3. A thorough functional assessment of the target behaviour and the competing behaviour(s).  Include a chart which indicates time spent in a typical week engaging in the target behaviour and the competing behaviours.  (See Chapter 13 in the textbook for more details.)  To help you understand the variables that contribute to the occurrence or non-occurrence of the target behaviour and the alternate competing behaviour(s), identify reasons why you are not engaging more or less in the behaviour that you want to change.  Identify any stimuli that may be present that are causing you to perform the behaviour in excess or are preventing you from performing the behaviour in the frequency that you want.  This functional assessment will allow you to develop the strategies in your self-management plan.  Indicate what you learned from doing your functional assessment, and if there was any part of the assessment that surprised you, worried you, etc.   4. A statement of goals.  State specific and attainable goals for each dimension of the target behaviour you want to change.  If you plan to work toward the final goal gradually, make intermediate goals and identify when you plan to reach each one, and what would need to happen in order for you to reach your goals.   5. Self-management strategies to modify your target behaviour and competing behaviours.  First, choose strategies that manipulate antecedents to the target behaviour and manipulate antecedents to the competing behaviours.  The antecedents that you manipulate are chosen on the basis of the functional assessment.  (Types of antecedent manipulations can be found in Chapter 16.)  Second, choose strategies that alter consequences of the target behaviour and of the competing behaviours.  If you want to decrease your target behaviour, you should (i) eliminate the reinforcements for the target behaviour, (ii) arrange punishment for the occurrence of the target behaviour, (iii) provide reinforcements for the competing behaviours, and (iv)eliminate punishments for the competing behaviours and use behavioural skills training procedures to teach the competing behaviours.  If you want to increase your target behaviour, you should: (i) arrange reinforcements for the target behaviour, (ii) eliminate any punishments for the target behaviour, (iii) eliminate the reinforcements for the competing behaviours, and (iv) provide punishment for the competing behaviours.  (A summary of this step can be found on page 426 in the textbook.)  The strategies that you propose should include: types of differential reinforcement, antecedent control procedures, behavioural contracts, establishing reinforcements and punishments as necessary, habit reversal procedures, etc.  Propose strategies that affect the target behaviour directly and strategies that affect competing behaviours directly.  Discuss why you believe that your strategies will work to either increase or decrease the frequency of the target behaviour and the competing behaviours.   6. Discussion of maintenance strategies.  Assuming that your strategies have been successful at modifying your target behaviour, suggest realistic maintenance strategies that will maintain the target behaviour in the frequency you wish.  (As noted in the textbook, the self-management strategies you originally proposed to modify the behaviours should be dropped at this point, and replaced with “natural” reinforcements to maintain the target behaviours and competing behaviours at desired levels.)

What makes “equality” a helpful solution for transference? Revisit the concept fo transparency and explain the effects of therapist transparency on a group?  Below are three videos on Transference and Countertransference.  Watch two of the three short videos below of important concepts in our field – transference and countertransference. In Part I of your post, weave in answers to one of the two following questions:  (a) Share your reactions to the video clips, what jumped out, what was interesting, thought-provoking, and/or what was helpful.  (b) Share two or three insights that can help both group members and group facilitators be more aware of transference and ways to invite conversations to address them in empathic ways. Transference and Countertransference:   https://www.youtube.com/watch?v=h25R5CzWKbg  (3 min)    What is difference Transference and Countertransference?   https://www.youtube.com/watch?v=spKcYW9gZsA (5 min) Transference: https://www.youtube.com/watch?v=QX_cp1K514E  (4 min)

Unit 8 Assignment: Personality Case Assessment For this week’s Assignment you will be creating a hypothetical case assessment involving a client with an issue that merits an adult (18 years – 70 years) personality assessment. Write a minimum 10-page essay incorporating the following elements: Include the following demographic and personal information: fictional name, age, marital status, number of children, educational level, income level, and relevant medical history. Describe clearly the nature of the client’s presenting problem (e.g., consideration of inpatient substance abuse treatment, a candidate for successful completion of a behavior analysis/application program, or a patient with a psychiatric diagnosis, etc.). Explain the initial problem in sufficient detail to make clear your decisions regarding assessment. Based on the above, answer the following questions in essay format: What would be the most appropriate instrument in personality assessment for evaluating the primary presenting problem? What are the strengths regarding what this instrument can tell us about the client? Why is this the most appropriate instrument? (Be sure to include appropriate reference to source materials.) What are the limitations of what this instrument can tell us about the client? Discuss some of the concerns or issues that might arise in a workplace setting with an individual that has this personality disorder. Elaborate on how this disorder could affect the workplace culture/climate in regards to behavior, interpersonal and group interactions, and productivity. In your discussion of the assessment process, including administration and interpretation, consider professional competencies that reflect the professional characteristics, culture of a given work setting and how these practices are essential to an effective multicultural competency environment. Along with the text, and the three articles listed below, locate an additional two peer-reviewed journal articles. (6 total references) Note: Find a test measuring a construct in your area of interest; do not purchase a review of any test. You will use the websites to look up the name and brief description of a test and then conduct further research on your own about this test. Read the following articles which are accessible through the following Library links: Meinert, D. (2015). Heads Up! HR Magazine, 60(5), 88. Retrieved from https://search-ebscohost-com.libauth.purdueglobal.edu/login.aspx?direct=true&db=f5h&AN=103076489&site=eds-live Fine, S. (2013). Practical guidelines for implementing pre-employment integrity tests. Public Personnel Management, 42(2), 281-292. Retrieved from http://search.ebscohost.com.libauth.purdueglobal.edu/login.aspx?direct=true&db=bth&AN=88923808&site=eds-live Discuss the following in essay format: Address the purpose of pre-employment integrity testing. Describe the primary purpose many organizations include integrity testing during the hiring process of new employees. Describe the differences between overt integrity tests and personality-based integrity tests, including when an organization would choose one over the other type. Discuss the guidance the author provides in regards to fairness and adverse impact from integrity tests. Garvey, M. J., Momsen, B., & Steinberg, H. (2016). Strategic Customer Service, Cultural Differences, & the Big 5 in Canada, China, Switzerland, Taiwan, and the United States. Allied Academies International Conference: Proceedings of the Academy of Strategic Management (ASM), 15(2), 32–36. Retrieved from https://search-ebscohost-com.libauth.purdueglobal.edu/login.aspx?direct=true&db=bth&AN=120015226&site=eds-live Compare and contrast what makes certain countries successful in customer service. Discuss the masculinity index and how it is used in the hiring/selection process. Examine the relationship between respect, power, and personality The assignment should: • Follow assignment directions (review grading rubric for best results). • Use correct APA formatting per the current edition of the APA Publication Manual. • Demonstrate college-level communication through the composition of original materials in Standard English. • Be written in Standard English and be clear, specific, and error-free. If needed, be sure to use the Writing Center for help. • Be a minimum of 10 pages (not including Title Page and Reference List).

Need the below added to the proposal:What is your unique contribution? Is it an emphasis on the military? Is it the use multiple outcomes? In other words, what sets your study apart from those that you are reviewing.You need a conceptual frame that you can use to organize your discussion of prior work and what you are doing. I think it is quarantine is bad but that the effects of it on your outcomes depend on your social ties (i.e., social ties as a moderating factor). Or is it that quarantine influences social ties which in turn influences your outcomes (i.e.,social ties as mediating factors). So when you discuss prior studies address what outcomes they are focused on, how exactly are they measuring stuff like quarantining, and how are they treating social ties (i.e., moderating or mediating)?