This assignment is regarding APA formatting

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Instructions:  This assignment is regarding APA formatting. It is related to your Chapter 14 (Smith and Davis) material.

Question 1:

Read the following paragraph and spot the APA style errors in the paragraph. List at least 2 errors that you found, and explain how to correct each error (1 point per error spotted).

According to Samson, Johns, Billingsworth, Hamilton, Beach, Samson, Gonzales, and Gram (2010), in their study titled “Belief in a Just World,” people have the necessity to believe that the world is a just place, as it makes them feel better about their own decisions and the outcomes they will inevitably experience. As these authors note, “The belief in a just world gives them somewhat of a safety blanket – the assurance that bad things only happen to bad people while good things happen to good people (pp. 263). ” This belief in a just reason does a few things for people. 1st, it helps them see the world as less chaotic than it really is. This can be reassuring in the sense that the world is predictable. Second, it helps them psychologically, as they can see cause-and-effect relationships in the world, which provides a strong foundation for acting. This does not imply that they see the world as it really is, though. Blaming the victim actually takes them away from reality. So what happens when you reinforce that reality? That is what Jameson, Queen, et al. did in their study. After watching a videotape of a victim falling down stairs, they had some people engage in mimicry of the victim (essentially copying the victim’s fall, albeit in a padded research lab). Compared to participants who did not engage in mimicry, those who copied the victim’s fall blamed the victim less for the incident. In the end, many factors (such as increasing identification, empathy, or priming people to consider things from the victim’s perspective), can influence their degree of commitment to the belief in a just world (Johnson and Smith, 2019, p. 10).

Question 2:

This paragraph  you read in the question above is actually fictional, but imagine that you want to reference the Ben S. Jameson and Sarah B. Smith article, and that it was published it in April, 2009 in the journal Social Development, volume 22, pages 299-304. Their title was, “Belief In A Just World in Children: The Implications For Behavior.” Below, write out the correct reference in APA format. Note – there is no doi for this journal article. Note: it may be difficult to use double spacing and hanging indent in your answer below, so don’t worry about those formatting aspects.

Question 3:

Which of the following references is written correctly?

A. Twenge, & Campbell (2003). “Isn’t it fun to get the respect that we’re going to deserve?” Narcissism, social rejection, and aggression. Personality & Social Psychology Bulletin, 29, 261-272. doi:0.1023/A:1010613909207

B. Twenge, J.M., & Campbell, W.K. (2003). “Isn’t it fun to get the respect that

we’re going to deserve?” Narcissism, social rejection, and aggression.

Personality & Social Psychology Bulletin, 29, 261-272.

doi: 10.1023/A:1010613909207

C. Twenge, J.M., & Campbell, W.K. (2003). “Isn’t it fun to get the respect that we’re going to deserve?” Narcissism, social rejection, and aggression. Personality & Social Psychology Bulletin, 29, 261-272.  doi: 10.1023/A:1010613909207

D. Twenge, J.M., & Campbell, W.K. (2003). “Isn’t it fun to get the respect that

we’re going to deserve?”Narcissism, social rejection, and aggression.

Personality & Social Psychology Bulletin, 29, 261-272.

doi: 10.1023/A:1010613909207

Question 4:

You read an article entitled: ”How Sex Puts You In Gendered Shoes: Sexuality-Priming Leads To Gender-Based Self-Perception And Behavior” by Hundhammer, T. and Mussweiler,T. This article was published in the Journal of Personality and Social Psychology in 2012. In in your literature review you write the statement that: “Some studies found that priming influences gender-based self-perception.” Which of the following represents a correct in-text citation?

Group of answer choices

Some studies found that priming influences gender-based self-perception. (Hundhammer, and Mussweiler, 2012).

Some studies found that priming influences gender-based self-perception (Hundhammer & Mussweiler, 2012).

Some studies found that priming influences gender-based self-perception. (Hundhammer, T. & Mussweiler, T.,  2012).

Some studies found that priming influences gender-based self-perception. (Hundhammer et al., 2012).

Question 5:

You would like to cite this research article: Des Rosiers, S. E., Schwartz, S. J., Zamboanga, B. L., Ham, L. S., & Huang, S. (2013). A cultural and social cognitive model of differences in acculturation orientations, alcohol expectancies, and alcohol risk behaviors among Hispanic college students. Journal of Clinical Psychology, 69, 319-340. This article has five authors and you are citing it in text for a second time in your research paper.

Group of answer choices

(Des Rosiers, Schwartz, Zamboanga, B. L., Ham, Huang et al., 2013).

Et al., cannot never be used because there are too few authors.

(Des Rosiers, Schwartz, et al., 2013)

(Des Rosiers et al., 2013).

Question 6:

Correct the following incorrect reference– type in the correct format below.

Parker, Julia. H., Van Lenten, Scott. A., Pina, Armando. A. 2016. Control over Anxiety and Dispositional    Coping Tendencies Predict Pre-Sleep Arousal Among Anxious Children. Behavioral Sleep Medicine,  81, pp. 1-12. doi:10.1080/15402002.2015.1133419

Question 7:

Which of the following in-text citations is correct?

Group of answer choices

This study found that effortful control during early childhood is associated with internalizing difficulty in adolescence (Kochanska and Knaack, 2003).

This study found that effortful control during early childhood is associated with internalizing difficulty in adolescence (Kochanska, B. & Knaack, S. 2003).

This study found that effortful control during early childhood is associated with internalizing difficulty in adolescence (Kochanska & Knaack, 2003, p. 10).

This study found that effortful control during early childhood is associated with internalizing difficulty in adolescence (Kochanska, B. & Knaack, S. 2003, p. 10).

This study found that effortful control during early childhood is associated with internalizing difficulty in adolescence (Kochanska & Knaack, 2003).

This study found that effortful control during early childhood is associated with internalizing difficulty in adolescence (Kochanska, B. and Knaack, S. 2003, p. 10).

This study found that effortful control during early childhood is associated with internalizing difficulty in adolescence. (Kochanska & Knaack, 2003).

Question 8:

Which of the following in-text citations is correct?

Group of answer choices

“Subjects were told that the experiment was about alcohol’s influence on preferred learning modes” (Assefi & Garry, 2003, p. 492).

“Subjects were told that the experiment was about alcohol’s influence on preferred learning modes” (Assefi, M. and Garry, P. 2003, p. 492).

“Subjects were told that the experiment was about alcohol’s influence on preferred learning modes” (Assefi and Garry, 2003)

“Subjects were told that the experiment was about alcohol’s influence on preferred learning modes” (Assefi, M. & Garry, P. 2003, p. 492).

“Subjects were told that the experiment was about alcohol’s influence on preferred learning modes” (Assefi & Garry, 2003).

“Subjects were told that the experiment was about alcohol’s influence on preferred learning modes” (Assefi and Garry, 2003, p. 492).

“Subjects were told that the experiment was about alcohol’s influence on preferred learning modes” (Assefi, M. & Garry, P. 2003).

Dummy Variables, Regression Diagnostics, and Model Evaluation

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QRA Week 10

Dummy Variables, Regression Diagnostics, and Model Evaluation

By now, you have gained quite a bit of experience estimating regression models. Perhaps one thing you have noticed is that you have not been able to include categorical predictor/control variables. In social science, many of the predictor variables that we might want to use are inherently qualitative and measured categorically (i.e., race, gender, political party affiliation, etc.). This week, you will learn how to use categorical variables in our multiple regression models.

While we have discussed a great deal about the benefits of multiple regression, we have been reticent about what can go wrong in our models. For our models to provide accurate estimates, we must adhere to a set of assumptions. Given the dynamics of the social world, data gathered are often far from perfect. This week, you will examine all of the assumptions of multiple regression and how you can test for them.

Learning Objectives

Students will:

· Analyze multiple regression testing using dummy variables

· Analyze measures for multiple regression testing

· Construct research questions

· Evaluate assumptions of multiple regression testing

· Analyze assumptions of correlation and bivariate regression

· Analyze implications for social change

Learning Resources

Required Readings

Wagner, W. E. (2016). Using IBM® SPSS® statistics for research methods and social science statistics (6th ed.). Thousand Oaks, CA: Sage Publications.

· Chapter 2, “Transforming Variables” (pp. 14–32)

· Chapter 11, “Editing Output” (previously read in Week 2, 3, 4, 5. 6, 7, 8, and 9)

Allison, P. D. (1999). Multiple regression: A primer. Thousand Oaks, CA: Pine Forge Press/Sage Publications.

Multiple Regression: A Primer, by Allison, P. D. Copyright 1998 by Sage College. Reprinted by permission of Sage College via the Copyright Clearance Center.

· Chapter 6, “What are the Assumptions of Multiple Regression?” (pp. 119–136)

Allison, P. D. (1999). Multiple regression: A primer. Thousand Oaks, CA: Pine Forge Press/Sage Publications.

Multiple Regression: A Primer, by Allison, P. D. Copyright 1998 by Sage College. Reprinted by permission of Sage College via the Copyright Clearance Center.

· Chapter 7, “What can be done about Multicollinearity?” (pp. 137–152)

Multiple Regression: A Primer, by Allison, P. D. Copyright 1998 by Sage College. Reprinted by permission of Sage College via the Copyright Clearance Center.

Warner, R. M. (2012). Applied statistics from bivariate through multivariate techniques (2nd ed.). Thousand Oaks, CA: Sage Publications.

Applied Statistics From Bivariate Through Multivariate Techniques, 2nd Edition by Warner, R.M. Copyright 2012 by Sage College. Reprinted by permission of Sage College via the Copyright Clearance Center.

· Chapter 12, “Dummy Predictor Variables in Multiple Regression”

Applied Statistics From Bivariate Through Multivariate Techniques, 2nd Edition by Warner, R.M. Copyright 2012 by Sage College. Reprinted by permission of Sage College via the Copyright Clearance Center.

Fox, J. (Ed.). (1991). Regression diagnostics. Thousand Oaks, CA: SAGE Publications.

· Chapter 3, “Outlying and Influential Data” (pp. 22–41)

· Chapter 4, “Non-Normally Distributed Errors” (pp. 41–49)

· Chapter 5, “Nonconstant Error Variance” (pp. 49–54)

· Chapter 6, “Nonlinearity” (pp. 54–62)

· Chapter 7, “Discrete Data” (pp. 62–67)

Note: You will access these chapters through the Walden Library databases.

Document: Walden University: Research Design Alignment Table

Datasets

Document: Data Set 2014 General Social Survey (dataset file)

Use this dataset to complete this week’s Discussion.

Note: You will need the SPSS software to open this dataset.

Document: Data Set Afrobarometer (dataset file)

Use this dataset to complete this week’s Assignment.

Note: You will need the SPSS software to open this dataset.

Document: High School Longitudinal Study 2009 Dataset (dataset file)

Use this dataset to complete this week’s Assignment.

Note: You will need the SPSS software to open this dataset.

Required Media

Laureate Education (Producer). (2016m). Regression diagnostics and model evaluation [Video file]. Baltimore, MD: Author.

 

Note: The approximate length of this media piece is 7 minutes.

 

In this media program, Dr. Matt Jones demonstrates regression diagnostics and model evaluation using the SPSS software.

 

Accessible player

Laureate Education (Producer). (2016). Dummy variables [Video file]. Baltimore, MD: Author.

 

Note: This media program is approximately 12 minutes.

 

In this media program, Dr. Matt Jones demonstrates dummy variables using the SPSS software.

 

Accessible player

Discussion: Estimating Models Using Dummy Variables

You have had plenty of opportunity to interpret coefficients for metric variables in regression models. Using and interpreting categorical variables takes just a little bit of extra practice. In this Discussion, you will have the opportunity to practice how to recode categorical variables so they can be used in a regression model and how to properly interpret the coefficients. Additionally, you will gain some practice in running diagnostics and identifying any potential problems with the model.

To prepare for this Discussion:

· Review Warner’s Chapter 12 and Chapter 2 of the Wagner course text and the media program found in this week’s Learning Resources and consider the use of dummy variables.

· Create a research question using the General Social Survey dataset that can be answered by multiple regression. Using the SPSS software, choose a categorical variable to dummy code as one of your predictor variables.

By Day 3

Estimate a multiple regression model that answers your research question. Post your response to the following:

1. What is your research question?

2. Interpret the coefficients for the model, specifically commenting on the dummy variable.

3. Run diagnostics for the regression model. Does the model meet all of the assumptions? Be sure and comment on what assumptions were not met and the possible implications. Is there any possible remedy for one the assumption violations?

Be sure to support your Main Post and Response Post with reference to the week’s Learning Resources and other scholarly evidence in APA Style.

Assignment: Testing for Multiple Regression

You had the chance earlier in the course to practice with multiple regression and obtain peer feedback. Now, it is time once again to put all of that good practice to use and answer a social research question with multiple regression. As you begin the Assignment, be sure and pay close attention to the assumptions of the test. Specifically, make sure the variables are metric level variables.

Part 1

To prepare for this Part 1 of your Assignment:

· Review this week 9 and 10 Learning Resources and media program related to multiple regression.

· Using the SPSS software, open the Afrobarometer dataset or the High School Longitudinal Study dataset (whichever you choose) found in the Learning Resources for this week.

· Based on the dataset you chose, construct a research question that can be answered with a multiple regression analysis.

· Once you perform your multiple regression analysis, review Chapter 11 of the Wagner text to understand how to copy and paste your output into your Word document.

For this Part 1 Assignment:

Write a 1- to 2-page analysis of your multiple regression results for each research question. In your analysis, display the data for the output. Based on your results, provide an explanation of what the implications of social change might be.

Use proper APA format, citations, and referencing for your analysis, research question, and display of output.

Part 2

To prepare for this Part 2 of your Assignment:

· Review Warner’s Chapter 12 and Chapter 2 of the Wagner course text and the media program found in this week’s Learning Resources and consider the use of dummy variables.

· Using the SPSS software, open the Afrobarometer dataset or the High School Longitudinal Study dataset (whichever you choose) found in this week’s Learning Resources.

· Consider the following:

· Create a research question with metric variables and one variable that requires dummy coding. Estimate the model and report results. Note: You are expected to perform regression diagnostics and report that as well.

· Once you perform your analysis, review Chapter 11 of the Wagner text to understand how to copy and paste your output into your Word document.

For this Part 2 Assignment:

Write a 2- to 3-page analysis of your multiple regression using dummy variables results for each research question. In your analysis, display the data for the output. Based on your results, provide an explanation of what the implications of social change might be.

Use proper APA format, citations, and referencing for your analysis, research question, and display of output.

By Day 7

Submit Parts 1 and 2 of your Assignment: Testing for Multiple Regression

‘- AU Undergraduate

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01/21/2020 – AU Undergraduate

Week 3 – Exam

MyStatLab Exam

Week Three MyStatLab Midterm. Due by Day 7. During Week Three, students will take a midterm exam in MyStatLab covering Chapters 1-4. The exams are based off the same types of problems worked in the weekly MyStatLab assignments; there are 40 short answer and multiple choice questions. There is one attempt. You have three hours to complete the exam and no learning aids are available. StatCrunch, the calculator, and equation tools are available. Each test is worth 20%.

Project instruction week 5

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Project instruction week 5

· For this project, you will create a Powerpoint presentation of 12 slides (not including your title slide and a reference slide at the end) in which you highlight three significant women in education history. In order to stimulate creativity, you may not include more than 1 of the women featured in Ch. 5 in your presentation. My hope is that each student in the class will choose different women to highlight so that we all learn about many of the important figures in women’s educational history. You may choose to focus on women in the teaching profession and the ways in which women s issues and teachers issues have intertwined over the years or you may choose to focus on the feminization of teaching and explore more deeply the issues of teacher pay, historical expectations about teachers lifestyles, and the gradual but hard-fought acceptance of teachers other lives as wives and mothers. The focus is entirely up to you-be creative!!

· Try to integrate material from Ch. 5 in your presentation. Be sure that your presentation is interesting and contains a background design, some pictures and/or graphics, and some analysis from you. When you are finished, post your completed PowerPoint to this discussion forum.

CULTURAL ENCAPSULATION

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CULTURAL ENCAPSULATION

. female may be given special privileges over persons of other groups in the resche ing of missed appointments. Whereas the stated excuses of the white client mu accepted at facevalue, similar excuses from a young African American female migh viewed as a form of resistance (Tidwell, 2004). Discrimination is likely to have I experienced by many if not most ethnic minority clients. The special significaru the mental health counselor is that perceived discrimination has been found II related to decreased mental health (Cokley, Hall-Clark, &: Hicks, 2011).

Clinical mental health counselors should be prepared to skillfully address 1’1I1’1 and discrimination, whether it is part of implicit institutionalized practices, the I senting problem, or the client’s life history. Self-awareness and honesty are necr if mental health counselors are to recognize the operation of discrimination in II private or agency practices. Consultation and advocacy services may be useful III tims or vulnerable populations.

Various definitions of cross-cultural counseling are found in the professional III ture. Atkinson, Morten, and Sue (2003) define it as “any counseling in which IWII more of the participants are racially/ethnically different” (p. 21). When the 1111″ health professional assumes the ecological perspective, there is a sense in whk h counseling work is multicultural (Pedersen, 1991).

BARRIERS TO EFFECTIVE MULTICULTURAL COUNSELIN

Specific barriers, such as the implications of the concepts discussed in the puv: section, must be overcome if effective cross-cultural counseling is to be acln. Additional barriers that deserve mention include cultural encapsulation of the I 11 selor, systemic barriers within counseling delivery systems, misapplication 01 I’ tional theories of counseling, miscommunication, and mistrust.

Historically, the profession of counseling tended to assume the appropriaten universal application of its concepts, principles, and techniques. In doing s ally specific alternatives were excluded from serious consideration. For C)l11I111 Evans, Valadez, Burns, and Rodriguez (2002) note that mental health counselors I to choose traditional therapeutic approaches that are in accordance with ilu-h I cultural experience. In contrast, minority mental health counselors hold mou I,I able views of nontraditional techniques. Furthermore, traditional counseling 11111 and techniques have been developed primarily by persons of non-Hispank w!11 Western, male, middle-class heritage.

Wrenn (1962) coined the term cultural encapsulation to describe the Lentil’lIl counselors to (a) define and dogmatically cling t~ viewing reality according III I own sets of cultural assumptions to the exclusibn or alternative inlCl’pll’lllll1 (b) demonstrate insensitivity to persons or other cultural backgrounds Willi I alternative perspectives, (c) resist or simply not rl’coglllzl’ I he ncccssh y 01 1(”11111

validity of one’s underlying assumptions, and therefore (d) become trapped in what may be described as a cultural tunnel vision (Corey, Corey, &: Callanan, 2010). Too often students enter graduate training programs wearing monocultural lenses and quickly subscribe and adhere to specific theories as doctrinal truth. As Pedersen (1994) notes, good counselors can no longer ignore through their own encapsulation the fundamental role culture plays in their lives and the lives of their clients.

MISAPPLICATION OF TRADITIONAL THEORIES AND TECHNIQUES Frequently, the theories and techniques of counseling are presented and accepted as special sets of insights, principles, and approaches that have universal application for the understanding and treatment of the human condition. These are accepted as though they carry the strength of divinely inspired truths. They are so much a part of the predominant culture’s landscape that their presence and the implications of their operation are ignored. Only recently has the profession begun to unpack the cultural baggage encased in the traditional “tool kits” provided to graduates of coun- selor education programs. Historically, it has been common practice of many gradu- ate programs to offer a single course with a multicultural emphasis rather than to integrate the insights of multiculturalism across the curriculum (Das, 1995). Cur- rent standards for clinical mental health counseling encourage infusion of diversity and multicultural knowledge, skills, and practice across the curriculum (CACREP, 2009a).

A number of fundamental presuppositions undergirding traditional models of counseling can be identified. These models hold implicit assumptions that reflect the world view of predominant western culture:

1. Individualism There tends to be an unquestioned acceptance of the autonomous, self-preoccupied individual as being the primary psychological entity in the assessment, conceptualization, and treatment of the human condition. What the client thinks and feels represent the realities on which problems and therapeutic goals are based. Frequently, self-will and self-advancement are emphasized with- out an accompanying concern for others. When stuck in the treatment process, counselors-in-training are taught to move deeper in the psyche of the individual rather than expand the therapeutic system by actively including relevant eco- logical factors that take a client-in-situation/context orientation (Cook, 2012). Although human ecology may be given lip service, the theories and techniques of intervention, as used in professional practice, remain firmly entrenched in a very narrow individualistic perspective.

2. View of normalcy and pathology Most theories of counseling hold views of what constitutes normal and abnormal behavior. These views reflect a Western, Euro- American perspective and can stand in stark contrast to views held by other cul- tures. Indeed, the major distinction most theories make between physical and psychological/psychiatric disorders is not universally held. Mental health profes- sions and members of the predominant Western culture commonly talk about being anxious, depressed, or stressed and may attribute these conditions to non- physical causes. This assumption may not be strongly held among persons of

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different cultures (Angel &: Williams, 2000). Such clients might, therefore, ques- tion the rationale for the existence of autonomous professions that treat “emo- tional disorders.” Rather, it might make more sense within their cultural framework to be seen by a medical doctor, religious leader, or good friend. Indeed, concepts of mental health and mental illness are highly variable across cultures (Lefley, 2010). And these conceptualizations can determine the nature of resources dedicated to their service. For example, “talking out” or “working through” related/underlying issues to relieve emotional distress may seem odd to the culturally different client, who might be expecting a more direct intervention such as medicine, advice, or specific directives. Finally, the cross-cultural litera- ture is replete with descriptions of unique culture-bound syndromes, in which pat- terns of disordered or psychotic behaviors cluster in unique ways that are found only in particular cultural settings (Lefley, 2010; Smart &: Smart, 1997). Discus- sions of such syndromes are absent in the contents of traditional theories of counseling.

3. Functional agnosticism and antireligiousness Spirituality, organized religion, spiri- tual beliefs, and the role of priests and spiritual leaders may be central to the functioning and worldview of clients from different cultures. Although spiritual- ity is much more in vogue these days in our profession, most theories and tech- niques fail to acknowledge and integrate religious/spiritual dimensions into professional practice in ways that are respectful to indigenous people groups. Furthermore, mental health counselors receive more lip service than actual skills-building training in the integration of religion and spirituality.

4. Personal happiness as a legitimate goal of counseling In our culture, people often se the possession of personal happiness as an unalienable right and, thus, seek it as a measurable outcome in counseling. Being pleased with personal physical appearance or feeling good about self are important to many persons in Western culture but may be nonissues among those living in or emigrating from third world countries. Instead, persons from other cultures might place more value in the pursuit of personal contentment with their situation. Furthermore, the acceptance of one’s situation within the context of that person’s understanding of the common good may be viewed as a more legitimate goal.

5. Insight and process of change The traditional theories and techniques of counselin rely on self-awareness and insight as important change agents. It is assumed that personal adjustment can be enhanced by increasing knowledge and awareness about self, others, and the situation. The success of many approaches hinges on the client’s willingness and ability to engage in activities that can facilitate and enhance the client’s insight and awareness. However, many cultural groups do not value insight and self-exploration and, in fact, might see “thinking about it too much” as a causative factor of one’s emotional distress (Sue &: Sue, 2008).

SYSTEMIC BARRIERS WITHIN COUNSELING DELIVERY SYSTEMS A number of widely accepted conventions are buill Into t rndluonal delivery systems 01 counseling. The scheduling of a one-to-one meeting or It counselor and cllcnt, somctlm

Give examples of normative history graded influences for four generations of a young college student’s family

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  1. Give examples of normative history graded influences for four generations of a young college student’s family:    Great grandparents who endured the “great depression.”                                                                                                                              Grandparents who served during the Vietnam war.                                                                                                                                                           Parents who served during Desert Storm.                                                                                                                                                                                    Young adult who now serves in Afghanistan.
    • 2.  Consider chronological age, biological age, psychological age, and social age. When you are 70 years of age, in what order would you want these characteristics arranged, beginning with strength and progressing to weakness? Why did you select this arrangement?
    • 3.  Compare the context of development on pages 6 and 7 with cohort effects on page 33. To which context does cohort best relate? Why?