Psychological Assessment And Testing – Draft Of Conclusions, Recommendations, And Reflection

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PSY 335 Milestone Three Guidelines and Rubric

(Draft of Conclusions, Recommendations, and Reflection)

Prompt: This milestone provides you an opportunity to work more closely with your data by requiring you to identify common themes that emerged from the data, to analyze the reliability and validity of the data, to offer recommendations for the client, and to reflect on the entire process. Milestone Three also provides you an opportunity to reflect on the work you did in the first two milestones.

Specifically, the following critical elements must be addressed:

IV. Conclusions

1. a)  Given test behaviors, how confident are you in your results? Rationalize and justify your opinion with research.

2. b)  Address the common themes and/or contradictions in your client’s test results. What common themes emerged from the data? In your response,

relate the results to the referral question. What information in your data is most relevant to your referral question?

3. c)  Discuss the limitations of testing or threats to the reliability or validity of the results. What suggestions would you make for additional

assessment?

4. d)  What evidence do you have to report to the psychologist to help her make a diagnosis? How might this evidence inform her diagnosis?

Thoroughly explain your conclusion.

V. Recommendations

1. a)  Given the conclusions you made, explain whether or not you have enough information to make recommendations for treatment or other

interventions. If so, identify, explain, and justify with research what your recommendations for future assessments would be.

2. b)  Explain how your recommendations are consistent with evidence-based practice by relating your response to current and relevant research.

VI. Reflection

1. a)  Upon completion of your recommendations section, reflect on the process and work you did to create this report. Address what evidence you

found most useful and why.

2. b)  What additional client information would have been useful? How would you obtain it?

3. c)  What have you learned through this process? What would you like to know more about?

 

Rubric

Guidelines for Submission: Your paper must be submitted as a two- to three-page Microsoft Word document with double spacing, 12-point Times New Roman font, one-inch margins, and at least three sources cited in APA format.

Case History Two—Barbara B. Case Analysis:

a). Client’s Case

The case involves a 22-year-old recent graduate named Barbara and currently employed as an entry level accountant at a large advertising agency. Recently, Barbara has been feeling tired all the time and lacking energy. This has continued for approximately two weeks. Moreover, she has lost interest in socializing and performing daily routines. Her past entails attending a small southern college where she graduated with a degree in advertising (Koocher & Keith-Spiegel, 2016). She has had a busy social life which involves many clubs and activities which included soccer.

Reason for Referral

Barbara decided to make a self-referral assessment due to the fact that she has been lately feeling so tired with no strengths at all. She also decided to make the self-referral since she has changed to disliking socializing which she has been involved in for most of her life. She thus had to go to a psychologist so that the problem can be diagnosed.

Therefore, the problems which are to be addressed in her visit is the cause of such sudden changes. Relating to the APA ethical code of psychological assessment, the issues which can be encountered is asking her for her experience with her private life such as love life. She should assent and willingly answer the questions asked.

b). Referral and the Impact of Assessment

The person making the referral is Barbara who is the victim and giving a reason on why she is making the referral from her report and how she feels. In response to her referral report, it can be depicted that the impact of assessment will be effective and enable her to improve since she is the one who has realized the problem she has and thus saw a need to overcome such problem.

c). Ways of Analyzing Data

The data can be analyzed by critical analysis and the interpreting the report so that the rational can be found to the emergence of the recent Barbara’s feelings. She should then be examined so that the report findings can be compared with the findings by a doctor so that the right diagnosis can be carried out (Miles, Huberman, & Saldaña, 2014).

The best way to organize the data is by first going through the report of a referral made by Barbara then comparing with the physician report. This will help in addressing the question of the cause of Barbara’s feelings. In order to make this technical for the intended reader to understand, simple language can be used which is understandable to the reader. These include avoiding the use of many medical terms.

Psychology Practitioner-Scholars Discussion

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Psychology Practitioner-Scholars

As stated in the unit introduction, connecting scholarship and practice is critical for professionals in psychology. In one of the unit studies, you examined both the scholar-practitioner model, as presented in the McClintock article, and Capella’s learning model, which is based on the ideas in the McClintock article. In Capella’s learning model, the master’s level degree program is described as practitioner-scholar, to distinguish it from the doctoral degree program, which is described as scholar-practitioner.

This discussion will provide you with an opportunity to enhance and deepen your understanding of the scholar-practitioner model in general and the practitioner-scholar expectations at Capella in particular. At the same time, it will enable you to get valuable feedback from your peers on your vision statement and action plan. Your thinking and exchanges in this discussion will support your success in the assignment that you will submit in the next unit.

In your initial post:

  • Compare McClintock’s scholar-practitioner model and Capella’s scholar-practitioner learning model. You probably notice that only Capella uses the term practitioner-scholar. What aspects of McClintock’s model supports Capella’s learning model?
  • Describe the role of a practitioner-scholar within the field of psychology.
  • Discuss how the role of a practitioner-scholar will influence you to become a wise consumer of research and theory.
  • Summarize your vision of a career in psychology and your main SMART goals. How did the practitioner-scholar model help clarify and strengthen your vision of your future in the field, and your professional goals?
  • Explain how this model might apply to your studies as a graduate learner in psychology at Capella.

If you had any trouble understanding the scholar-practitioner model or its application in the field of psychology, use this discussion to receive support from your peers and instructor to work through your challenges.

Be sure to integrate both readings into your discussion response and cite them in APA style.

References

Capella University. (2003). Learning model quick reference and examples. Minneapolis, MN: Author.

McClintock, C. (2004). Scholar practitioner model. In A. DiStefano, K. E. Rudestam, & R. J. Silverman (Eds.), Encyclopedia of distributed learning (pp. 394–397). Thousand Oaks, CA: SAGE.

Response Guidelines

Read your peers’ posts, and respond to at least two. Try to choose posts that have had the fewest responses thus far.

  • What can you add to clarify your peers’ understanding?
  • What strategies can you suggest to help your peers connect this model to their vision and goals for their future careers?
  • Do their goals meet the criteria of being specific, measurable, achievable, relevant, and time-bound (SMART)?
  • Can you think of any way the goals could be improved to better meet these criteria?

Be sure to provide substantive responses to help your peers build on their learning. Reference any relevant assigned readings, additional resources, or professional literature to support your response.

Resources

  • Discussion Participation Scoring Guide.
  • Scholar Practitioner Model.
  • Learning Model Quick Reference and Examples [PDF].
  • Attributes and Evaluation of Discussion Contributions [DOC].
  • Professional Communications and Writing Guide [PDF].

    Encyclopedia of Distributed Learning

    Scholar Practitioner Model

    Contributors: Charles McClintock

    Edited by: Anna Distefano, Kjell Erik Rudestam & Robert J. Silverman

    Book Title: Encyclopedia of Distributed Learning

    Chapter Title: “Scholar Practitioner Model”

    Pub. Date: 2004

    Access Date: October 18, 2018

    Publishing Company: SAGE Publications, Inc.

    City: Thousand Oaks

    Print ISBN: 9780761924517

    Online ISBN: 9781412950596

    DOI: http://dx.doi.org/10.4135/9781412950596.n134

    Print pages: 440-396

    © 2004 SAGE Publications, Inc. All Rights Reserved.

    This PDF has been generated from SAGE Knowledge. Please note that the pagination of

    the online version will vary from the pagination of the print book.

     

     

    The term scholar practitioner expresses an ideal of professional excellence grounded in theory and research, informed by experiential knowledge, and motivated by personal values, political commitments, and ethical conduct. Scholar practitioners are committed to the well-being of clients and colleagues, to learning new ways of being effective, and to conceptualizing their work in relation to broader organizational, community, political, and cultural contexts. Scholar practitioners explicitly reflect on and assess the impact of their work. Their professional activities and the knowledge they develop are based on collaborative and relational learning through active exchange within communities of practice and scholarship.

    The scholar practitioner ideal has been analyzed from various perspectives as to the nature of skilled and principled action ranging from adult development and higher education to epistemology and social systems. Professional fields such as education, medicine, clinical psychology, social work, program evaluation, management, engineering, architecture, and law all have addressed this role. Each of these areas has a distinct practice track—as teacher, scholar, health care professional, psychotherapist, social worker, evaluator, manager, business consultant, engineer, architect, and lawyer. Experts in these fields possess a deep understanding of subject matter and practice knowledge and, compared to novices, demonstrate effective, efficient, and creative problem solving.

    Debate across professional fields has not settled on a single specification for what a scholar practitioner should be able to do at a practical level. Areas of competence are diverse and include depth in a discipline and its methods for creating knowledge, educational expertise (whether as a teacher, change agent, or leader), capacity for teamwork across fields and public and private sectors, and skilled commitment to ethical conduct, diversity, and a global perspective. The variety of perspectives on the topic is reflected in several related terms and emphases such as reflective practitioner, scientist practitioner, citizen scholar, public intellectual, and practitioner scholar. Four cross-cutting perspectives help illuminate the ideal of the scholar practitioner and the varied issues that influence its evolution.

    Educating the Scholar Practitioner

    Accredited schooling and formal licensing or codes of conduct are hallmarks of a profession and guide educational practices for the scholar practitioner. Currently there is a resurgent interest in reforming and broadening the practice of graduate and professional education, both within disciplines and across types such as doctoral, medical, legal, and other helping professions. One of the forces driving this examination is the emergence of distributed forms of education and lifelong learning that allow flexibility of time, place, format, individual definition of goals, and social grouping. Virtual learning environments increase the possibilities for collaborative educational relationships that are especially suitable for adult and mid-career students whose commitments and ways of learning may not be compatible with traditional settings.

    Notwithstanding these developments and the fact that effective practitioners require an experiential knowledge base, their formal education is composed largely of didactic learning, whether in the physical or virtual classroom, grounded in theory and in research that presumably ‘underlies’ practice expertise. Even professionally oriented programs, such as those in business, nursing, and social work, typically employ didactic methods to present basic concepts and analytic techniques prior to field-based learning of practitioner skills.

    This Platonic ideal, which emphasizes underlying theory and analytic technique, exists for

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    several reasons. It affirms a norm of humility in Western science that knowledge evolves and requires conceptual and empirical challenge in a continual analysis of truth. This premise reinforces the idea that practitioner work, whether as healer, teacher, or leader, should be based on more than personal prejudice, power, or the influence of authority figures and fads. The ability to interpret client and societal needs based on the most reliable knowledge is critically important to being a competent and ethically responsible practitioner, especially in high-stakes helping professions such as medicine.

    The emphasis on theory and research has a political rationale as well. Within the broad context of modernity and the rise of science and technology, establishing theoretical and empirical knowledge is essential to achieving status as a profession. The more determinate and prominent the knowledge base—as in the physical and life sciences—the greater the prestige and power of the field. For example, Ph.D. clinical psychologists vie for privilege against M.D. practitioners within a health care system that distributes enormous resources. The caliber of research training in Ph.D. programs becomes one lever in that contest. Practitioner degrees such as the Psy.D. and Ed.D. in psychology and education emphasize empirical inquiry that is more closely tied to practice settings than to theoretical questions. These and similar programs are aimed more at the practitioner scholar than at the scholar practitioner, thereby highlighting the status and resource competition issues.

    Finally, educating for interpersonal nuances and situational uncertainties of practitioner work, as well as related ideas about ethics and values, is generally done through experiential methods such as case teaching, mentoring, practicums, and field internships. These are more expensive forms of education than a sequenced classroom curriculum. Practice knowledge often is tacit and therefore difficult to codify for educational purposes in comparison to theory and research methods. Hence, experiential learning often conflicts with mass-production institutional imperatives for most educational organizations. The resulting bias toward didactically taught content knowledge becomes self-perpetuating because the majority of teachers who educate scholar practitioners were themselves trained through the same method. The lack of attention to and expertise in experiential learning leads to wide variation in the degree to which it is used systematically to enhance and assess the acquisition of practice knowledge. For John Dewey, whose work provides a foundational rationale for experiential learning, it is not just the experience but the quality of and reflection on experience that lead to important learning.

    Given that practitioners work on human affairs, it can be argued that postbaccalaureate professional training for the scholar practitioner should be grounded in a broad liberal arts undergraduate education as a means of strengthening general analytic capacities as well as historical, aesthetic, and spiritual ways of knowing. Cost notwithstanding, the same argument applies to professional graduate education where knowledge of the humanities offers balance to the more technocratic scholarly approaches of the social and natural sciences.

    Knowledge Forms and Methods

    Knowledge takes many forms—personal, practical, artistic, scholarly, political, and spiritual— each of which plays a role in the work of the scholar practitioner, who often contends with uncertainty about problem definition and intervention impact. This uncertainty, in turn, exists within the normal context of practitioner work in which novel patterns of information, situational constraint, and value conflict are common. Professional education programs, however, emphasize only a few forms of knowledge and historically have embodied a hierarchical relationship in which scholarly knowledge derived from theory and research is passed on for

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    practical application in particular situations. The terms theory and research, which are used somewhat interchangeably here, encompass a wide range of epistemological and methodological approaches. Constructivist epistemology, experiential pedagogy, and many applied research strategies including action and evaluation research attempt to equalize this relationship. However, they often eschew general theory for an emphasis on situational knowledge, thereby substituting one hierarchy for another.

    Methods for creating and testing new knowledge are also circumscribed. In the social sciences, these scholarship skills typically include using research designs and methods of sampling to make comparisons and render judgments of cause and effect, employing empirical methods for gathering data, measuring and making representations of reality, and using statistical, simulation, and qualitative methods for analyzing data and substantiating interpretations or conclusions. Postmodern understanding from the humanities has widened the methodological choices in the social sciences in which subjective voice, situational nuance, and societal perspective highlight how knowledge is socially and psychologically constructed and used. Qualitative and expressive/artistic methods are added to the traditional tools of experiments and surveys. Criteria for sound evidence have evolved from the traditional rel iabi l i ty and val idi ty standards to include considerat ions such as authentici ty, trustworthiness, utility, and praxis.

    These developments help foster a more integrated basis for the dual facets of the scholar practitioner role. They strengthen the status of tacit knowledge in comparison to formal knowledge and create opportunities to explore how practitioner knowledge derived from experience can strengthen research-based findings and inquiry. For example, traditional research methods attempt to control or isolate what are considered confounding factors, such as the background characteristics of clients who seek treatment, from the pure effects of the treatment. This research design practice is used so that one can judge the efficacy of a treatment in order to make important decisions about investing in it for the general good of others. The practitioner, however, must accommodate, not control, a wide variety of background characteristics in working with clients. Reliable research results that indicate increased risks for hormone therapy for menopause symptoms, for example, do not dictate the choices that might be made in the context of an individual’s life situation. Understanding this choice process can identify additional outcomes as well as illuminate the ever-present interaction of generic treatments with individual and social factors. Thus, control and accommodation as well as research and practice knowledge together provide a more complete understanding and basis for action.

    Also, practitioner work occurs within institutional settings that provide continual economic, societal, and ethical challenges that research knowledge can guide only at a very general level. For instance, the research findings on school choice and learning outcomes must be interpreted by educational practitioners within the historical context of racial and economic segregation, democratic ideals, and the needs of particular communities and their constituents.

    An important value of scholarly skills is that they have a significant degree of cross- disciplinary application, whereas practice skills are more linked to particular professions. It is possible for scholars from diverse disciplines to have reasoned exchange about research evidence and criteria for judging its merit. The social invention of scholarly content and methods thus makes possible disciplinary and social boundary crossing for the benefit of all. On the other hand, the historical emphasis on theoretical knowledge and research skills results in neglect of practice capacities such as teaching, consulting, colleagueship in a

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    workplace, and the moral dimensions of one’s work, as well as the forms and sources of knowledge that are associated with these skills.

    One approach to equalizing the treatment of theory and practice knowledge forms is to identify practitioner principles that occupy a middle ground between general theoretical orientations and profession-specific techniques. Practice principles of this kind, whether aimed at individuals, groups, organizations, or communities, would have in common such concerns as establishing trusting and respectful relationships, effective communications, diagnostics, and facility with negotiation, motivation, and change dynamics. Along with research methods (i.e., design, measurement, analysis) these practice principles constitute an epistemology of scholarly practice that illuminate how professionals can think and act reflectively and strategically.

    The Scholar Practitioner as an Adult Learner

    As an adult learner with professional practice, personal growth, and intellectual development goals, the ideal scholar practitioner interrelates concepts, understandings, and methods from varied theoretical and practice perspectives. In addition, scholar practitioners employ research and practice principles in complementary ways such as using their experiential knowledge to enrich theoretical concepts and using structured empirical inquiry to examine the effectiveness of professional interventions. They draw upon knowledge from multiple sources including theorybased propositions, case-based best practices, and values-based maxims and morals. These varied forms of knowledge are continuously acquired through didactic, experiential, and cultural means. Scholar practitioners seek continuing education that adds to their skills and offers new insight into knowledge previously acquired. The ideal of the scholar practitioner defines this effort in terms of lifelong learning that expands the individual’s capacity for insight, reflection, and effective action.

    The term andragogy represents an approach to adult learning based on both formal and tacit knowledge, as well as the personal and professional values that individuals bring to their learning. Andragogy emphasizes an active and defining role for individuals in what and how they learn and may include goals of personal and professional t ransformat ion. Transformational andragogy, as applied to the scholar practitioner, seeks to nurture flexible interpretive and emotional capacities in the learner that support examination of tacit assumptions, exploration of cultural diversity, integration of varied intellectual perspectives, and incorporation of unifying aspirations for humanity.

    Attributes of the Scholar Practitioner

    The ideal of the scholar practitioner also can be examined in relation to an individual’s cognitive, personal, and behavioral attributes in the context of adult development. Theory and research on individuals who excel in their professions as innovators and problemsolvers identify several intellectual capacities. For example, comparisons of novices and experts show the latter as having well-defined hierarchical knowledge structures with many lateral connections among concepts that allow them to abstractly, efficiently, and creatively interpret information from their everyday work. Experts are able to frame situations from multiple perspectives, pose competing hypotheses, and identify evidence that would test alternative explanations.

    In addition to these cognitive attributes, the fully developed adult professional shows the

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    capacity for emotional intelligence and use of self that is both unified and differentiated across settings and roles. Tolerance of difference and ambiguity is linked with compassion for life and a commitment to improving the human condition. Development of these affective and behavioral dimensions is a challenging but critical aspect of the scholar practitioner as an agent of change for individuals, organizations, and communities.

    The concept of wisdom captures the essence of much of the foregoing discussion, in that it represents an integration of cognitive, affective, and behavioral dimensions. The work of wisdom for a scholar practitioner requires alternating between the abstract and the observable, questioning what is taken for granted and overlooked, complicating with unexpected findings, and simplifying with new interpretations. These intellectual and social skills require multiple forms of intelligence and are manifested through principled and ethical action. Nurturing the capacity for wisdom is the goal of education and lies at the heart of the scholar practitioner ideal.

    experientialism andragogy adult learning theory and research experiential learning graduate and professional education professional education

    Charles McClintock http://dx.doi.org/10.4135/9781412950596.n134 See also

    Adult Education Learning Model Experiential Learning Graduate Study

    Bibliography

    Boyer, Ernest L.(1990). Scholarship reconsidered: Priorities of the professoriate. Princeton, NJ: Carnegie Foundation for the Advancement of Teaching. Curry, Lawrence, Wergin, Jon, & Associates.(1993). Educating professionals: Responding to new expectations for competence and accountability. San Francisco: Jossey-Bass. Kitchener, Karen, & King, Patricia.(1991). A reflective judgment model: Transforming assumptions about knowing. In JackMezirow (Ed.), Fostering critical reflection in adulthood. San Francisco: Jossey-Bass. Knowles, Malcolm S., Holton III, Elwood F., & Swanson, Richard A.(1998). The adult learner. 5th Edition. Woburn, MA: Butterworth-Heinemann. Nyquist, Jody D.The Ph.D.: A tapestry of change for the 21st century. Change34(6)12– 20(2002).http://dx.doi.org/10.1080/00091380209605564 Schön, Donald A.(1983). The reflective practitioner: How professionals think in action. New York: Basic Books. Shulman, Lee S.Knowledge and teaching: Foundations of the new reform. Harvard Educational Review571–22(1987). Sternberg, Robert J., & Horvath, James A. (Eds.). (1999). Tacit knowledge in professional practice. Mahwah, NJ: Lawrence Erlbaum.

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Hays ADDRESSING Model

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Self-Reflection: Hays ADDRESSING Model
Introduction
All of us have multifaceted cultural identities, so you are likely to have experienced situations where you were in the cultural majority as well as others where you were in the cultural minority. This assignment will help you consider the influence of your cultural memberships on your ability to work professionally with people of similar cultural backgrounds, as well as with people from different cultural backgrounds. All clinicians have biases. Failure to recognize these biases creates harm. It takes more strength to acknowledge your biases than to argue that you have none.
Dr. Pamela Hays developed the ADDRESSING model to help psychologists recognize 10 major factors of cultural difference that are common in the United States: Age (and generational influences), Developmental and acquired Disabilities, Religion and spiritual identity, Ethnicity and racial identity, Socioeconomic status, Sexual orientation, Indigenous heritage, National origin, and Gender. Note that this list is not comprehensive; there are thousands of different cultural identities in our country. The ADDRESSING model just sums up the 10 most common points of cultural difference.
Instructions

  • Use the Hays ADDRESSING Model Template linked in Resources to conduct a cultural self-assessment that describes your identity in all elements of the Hays ADDRESSING model.
    • You must complete and submit the Hays ADDRESSING Model Template provided for this assignment. Do not submit a paper. Papers will not be graded.
    • For more information about the Hays ADDRESSING model, review Hays’s article, “Looking Into the Clinician’s Mirror: Cultural Self-Assessment,” linked in Resources.
  • After completing the table on the template, review your entries and then respond to the three questions posed below the table in the template.
    • There are no right or wrong responses for this assignment. You will be graded on your insight and ability to recognize the implications of your privilege and biases when you work with others.
  • Additional Requirements
  • Should be free of errors that detract from the overall message.
  •  Use the Hays ADDRESSING Model Template in Resources. Use current APA style and formatting guidelines as applicable to this assignment.
  • Arial, 12 points.
    Resources

    M

    M

    Hays ADDRESSING Model Template

    COMPLETE ALL AREAS OF THIS TABLE FOR YOUR ASSIGNMENT

    An example of a partially completed table is provided on the next page.
    Cultural Group (according to the ADDRESSING model)
    How You Identify
    Implications for your work. Consider where you have privilege, and which groups might be easy or difficult to work with.
    A. Age (and generational influences).    
    D. Disability (developmental).    
    D. Disability (acquired).    
    R. Religion and spiritual identity.    
    E. Ethnicity and racial identity.    
    S. Socioeconomic status.    
    S. Sexual orientation.    
    I. Indigenous heritage.    
    N. National origin.    
    G. Gender.    

    After filling out the table above, review your entries. Then use the space below and respond to the following:

    1. Based on your entries to the table above, evaluate three areas where you have privilege and three areas where you do not (this is also part of the first discussion in this course). Provide examples of each.

    2. Evaluate how your own cultural identities or other factors may possibly influence you to have any biases in relation to others with different cultural identities.

    3. Analyze the implications your cultural identifications may have on your professional relationships.

    Partially Completed Example
    Cultural Group (according to the ADDRESSING model)
    How You Identify
    Implications for your work. Consider where you have privilege, and what groups might be easy or difficult to work with.
    A. Age (and generational influences). Middle age (40s). I would have difficulty working with children and young adults (15–20). I realize I’m too verbal in my therapy approach, and appreciate clients who can have discussions involving complex concepts.
    D. Disability (developmental).    
    D. Disability (acquired).    
    R. Religion and spiritual identity.    
    E. Ethnicity and racial identity.    
    S. Socioeconomic status.    
    S. Sexual orientation.  

    		  
    I. Indigenous heritage.    
    N. National origin.    
    G. Gender. Female I would have problems working with those who follow strict social sex roles. (Only men can do men things and only women can do women things). I find gender and social sex roles much more fluid.
    Reference

    Hays, P. A. (2008). Looking into the clinician’s mirror: Cultural self-assessment. In P. A. Hays (Ed.), Addressing cultural complexities in practice: Assessment, diagnosis, and therapy (2nd ed., pp. 41–62). Washington, DC: American Psychological Association.

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Sampling Distribution of the Mean Exercise

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Assessment 3 – Hypothesis, Effect Size, Power, and t Tests

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.

Hypothesis, Effect Size, and Power

Problem Set 3.1: Sampling Distribution of the Mean Exercise

Criterion: Interpret population mean and variance.

Instructions: Read the information below and answer the questions.

Suppose a researcher wants to learn more about the mean attention span of individuals in some hypothetical population. The researcher cites that the attention span (the time in minutes attending to some task) in this population is normally distributed with the following characteristics: 20  36 . Based on the parameters given in this example, answer the following questions:

1. What is the population mean (μ)? __________________________
2. What is the population variance ?  __________________________
3. Sketch the distribution of this population. Make sure you draw the shape of the distribution and label the mean plus and minus three standard deviations.
Problem Set 3.2: Effect Size and Power

Criterion: Explain effect size and power.

Instructions: Read each of the following three scenarios and answer the questions.

Two researchers make a test concerning the effectiveness of a drug use treatment. Researcher A determines that the effect size in the population of males is d = 0.36; Researcher B determines that the effect size in the population of females is d = 0.20. All other things being equal, which researcher has more power to detect an effect? Explain. ______________________________________________________________________

Two researchers make a test concerning the levels of marital satisfaction among military families. Researcher A collects a sample of 22 married couples (n = 22); Researcher B collects a sample of 40 married couples (n = 40). All other things being equal, which researcher has more power to detect an effect? Explain. ______________________________________________________________________

Two researchers make a test concerning standardized exam performance among senior high school students in one of two local communities. Researcher A tests performance from the population in the northern community, where the standard deviation of test scores is 110 (); Researcher B tests performance from the population in the southern community, where the standard deviation of test scores is 60 (). All other things being equal, which researcher has more power to detect an effect? Explain. ______________________________________________________________________

Problem Set 3.3: Hypothesis, Direction, and Population Mean

Criterion: Explain the relationship between hypothesis, tests, and population mean.

Instructions: Read the following and answer the questions.

Directional versus nondirectional hypothesis testing. Cho and Abe (2013) provided a commentary on the appropriate use of one-tailed and two-tailed tests in behavioral research. In their discussion, they outlined the following hypothetical null and alternative hypotheses to test a research hypothesis that males self-disclose more than females:

· H0: µmales − µfemales ≤ 0

· H1: µmales − µfemales > 0

1. What type of test is set up with these hypotheses, a directional test or a nondirectional test? ____________________________________________________

2. Do these hypotheses encompass all possibilities for the population mean? Explain. ____________________________________________________

Problem Set 3.4: Hypothesis, Direction, and Population Mean

Criterion: Explain decisions for p values.

The p-value summarizes the evidence provided by the sample against the null hypothesis. The p-value is the level of marginal significance within a statistical hypothesis test representing the probability of the occurrence of a given event. The p-value is used as an alternative to rejection points to provide the smallest level of significance at which the null hypothesis would be rejected

Instructions: Read the following and respond to the prompt.

The value of a p value. In a critical commentary on the use of significance testing, Lambdin (2012) explained, “If a p < .05 result is ‘significant,’ then a p = .067 result is not ‘marginally significant’” (p. 76).

Explain what the author is referring to in terms of the two decisions that a researcher can make.

If the p-value is less than 0.05 then the computed statistic falls in the rejection region. Here we are comparing the p-value with the level of significance therefore, we reject the null hypothesis and conclude that based on the sample observations the hypothesis can be rejected.

However, if the p-value is 0.67 then it is greater than 0.05 so the computed statistic falls in the acceptance region and we conclude that the sample data does not provide any evidence against the null hypothesis.

t Tests

Problem Set 3.5: One-Sample t test in SPSS

Criterion: Calculate a one-sample t test in SPSS.

Data: Riverbend City online news advertises that it is read longer than the national news. The mean for national news is 8 hours per week. The following sample of the Riverbend City online news readers is: 5, 7, 6, 2, 4, 8, 5, 4, 18, 21, 8, 7, 4, 5, 6.

Instructions: Complete the following:

a. Enter the data from Problem Set 3.5 into SPSS and name the variable as Time.

b. In the Toolbar, click Analyze, select Compare Means, and then select One–Sample t Test.

c. Select Time, then click Arrow to send it over to the right side of the table. In the box labeled Test Value, enter 8.

d. Click OK and copy and paste the output into the Word document.

e. State the nondirectional hypothesis.

f. State the critical t for a = .05 (two tails).

g. Answer the following: Is the length of viewing for Riverbend City online news significantly different than the population mean? Explain.

Problem Set 3.6: Confidence Intervals

Criterion: Calculate confidence intervals using SPSS.

Data: Use the SPSS output from Problem Set 3.5 above.

Instructions: Based on the SPSS output from Problem Set 3.5, including a test value (population mean) of 8, calculate the 95% confidence interval.

Problem Set 3.7: Independent Samples t Test

Criterion: Identify IV, DV, and hypotheses and evaluate the null hypothesis for an independent samples t test.

Data: Use the information from Problem Set 3.7.

Instructions: Complete the following:

a. Identify the IV and DV in the study. _____________________________________

b. State the null hypothesis and the directional (one-tailed) alternative hypothesis. ___________________________________________________

c. Can you reject the null hypothesis at α = .05? Explain why or why not. ___________________________________________________

Problem Set 3.8: Independent t Test in SPSS

Criterion: Calculate an independent samples t test in SPSS.

Data: Dr. Z divides her clients with depression into 2 groups. She asks Group 1 not to watch or read any news for two weeks while in therapy and asks Group 2 to continue with therapy as normal. The groups scored the following on measure of depression:

Depression Scores:

Group 1: 34, 25, 4, 64, 14, 49, 54

Group 2: 24, 78, 59, 68, 84, 79, 57

Instructions: Complete the following steps:

a. Open SPSS and create a New Dataset.

b. Click the Variable View tab and type Groups in the Name column. Click on the gray box in the Values column. Value Labels window appears. Enter 1 in the Value area and enter No News in the Label area. Click Add. Now enter 2 in the Value area and enter Treatment Only in the Label area. Click Add. Click OK. The Variable View screen appears.

c. In row two, enter Scores in the Name column.

d. Click Data View.

e. Enter the depression scores data (e.g., 1 under Groups and 34 under Scores; 2 under Groups and 24 under Scores).

f. In the Toolbar, click Analyze, select Compare Means, and then select Independent-Samples t Test.

g. Select Scores, then click Arrow to send it over to the Test Variable box.

h. Select Groups and then click Arrow to send it over to the Grouping Variable box.

i. Click Define Groups and enter 1 for Group 1 and enter 2 for Group 2. Click Continue.

j. Click OK and then copy and paste the output to the Word document.

Problem Set 3.9: Independent t Test using Excel

Criterion: Calculate an independent samples t test in Excel.

Instructions: Complete the following steps:

a. Open Excel.

b. On an empty tab, enter the data from Problem Set 3.7. Use column A for group 1 and column B for Group 2. In Cell A1, enter 1. In cell B1, enter 2.

c. Enter the data for each group below the label.

d. Click Data Analysis, select t-Test: Two-Sample Assuming Equal Variances. Click OK.

e. In Variable 1 Range enter $A$2:$A$8. (Or, click the graph icon at the right of the box and highlight your data for Group 1. Then, click the graph icon.)

f. In Variable 2 Range enter $B$2:$B$8.

g. Then click OK. Your results will appear on a new tab to the left.

h. Return to your data. Click Data Analysis, select t-Test: Two-Sample Assuming Unequal Variances. Then click OK.

i. In Variable 1 Range enter $A$2:$A$8. (Or, click the graph icon at the right of the box and highlight your data for Group 1. Then, click the graph icon.)

j. In Variable 2 Range enter $B$2:$B$8.

k. Then click OK. Your results will appear on a new tab to the left.

l. Copy the results from both t tests below.