Theoretical Perspectives in Sociology” in chapter 2. As a student, you sociologically view the world in a particular way. Do you see the world as a place where things simply “work out” (structural functionalism), or is it constantly in conflict (conflict theory)? Perhaps you see the world primarily as a place that is about relationships between people (symbolic interactionism).

/0 Comments/in /by

Theoretical Perspectives in Sociology” in chapter 2. As a student, you sociologically view the world in a particular way. Do you see the world as a place where things simply “work out” (structural functionalism), or is it constantly in conflict (conflict theory)? Perhaps you see the world primarily as a place that is about relationships between people (symbolic interactionism).

 

Write an essay (750-1,000 words) that addresses the following:

 

  1. Define and explain the three ways to view the world “sociologically.”
  2. Identify which sociological perspective (structural functionalism, conflict theory, symbolic interactionism) most closely represents your view of the world. Describe the factors that have caused you to view the world through that perspective, such as personal experience in our society, popular culture, media, etc. In addition, use an example from world events that demonstrates evidence of your theory. Briefly explain why you did not choose each of the other two perspectives being careful to demonstrate that you understand the other perspectives.

2.F.1.b. The multiple professional roles and functions of    counselors across specialty areas, and their relationships with    human service and integrated behavioral health care systems,    including interagency and interorganizational collaboration and consultation.

/0 Comments/in /by

This assignment meets the following CACREP Standards:

2.F.1.b. The multiple professional roles and functions of    counselors across specialty areas, and their relationships with    human service and integrated behavioral health care systems,    including interagency and interorganizational collaboration and consultation.

2.F.1.c. Counselors’ roles and responsibilities as members    of interdisciplinary community outreach and emergency management    response teams.

2.F.1.d. The role and process of the professional counselor    advocating on behalf of the profession.

2.F.1.e. Advocacy processes needed to address institutional and    social barriers that impede access, equity, and success for clients.

2.F.1.l. Self-care strategies appropriate to the    counselor role. 

5.C.2.a. Roles and settings of clinical mental health counselors.

Complete the following exercises located at the end of each chapter and put them into a Word document to be submitted as directed by the instructor. Show all relevant work; use the equation editor in Microsoft Word when necessary.

/0 Comments/in /by

Complete the following exercises located at the end of each chapter and put them into a Word document to be submitted as directed by the instructor. Show all relevant work; use the equation editor in Microsoft Word when necessary.

9.7 Define the sampling distribution of the mean.

9.8 Specify three important properties of the sampling distribution of the mean.

9.9 If we took a random sample of 35 subjects from some population, the associated sampling distribution of the mean would have the following properties (true or false).

(a) Shape would approximate a normal curve.

(b) Mean would equal the one sample mean.

(c) Shape would approximate the shape of the population.

(d) Compared to the population variability, the variability would be reduced by a factor equal to the square root of 35. (e) Mean would equal the population mean. (f) Variability would equal the population variability.

9.13 Given a sample size of 36, how large does the population standard deviation have to be in order for the standard error to be

(a) 1

(b) 2

(c) 5

(d) 100

9.14

(a) A random sample of size 144 is taken from the local population of grade-school children. Each child estimates the number of hours per week spent watching TV. At this point, what can be said about the sampling distribution?

(b) Assume that a standard deviation, □ , of 8 hours describes the TV estimates for the local population of schoolchildren. At this point, what can be said about the sampling distribution?

(c) Assume that a mean, □ , of 21 hours describes the TV estimates for the local population of schoolchildren. Now what can be said about the sampling distribution?

(d) Roughly speaking, the sample means in the sampling distribution should deviate, on average, about ___ hours from the mean of the sampling distribution and from the mean of the population.

(e) About 95 percent of the sample means in this sampling distribution should be between ___ hours and ___ hours.

10.9 The normal range for a widely accepted measure of body size, the body mass index (BMI), ranges from 18.5 to 25. Using the mid-range BMI score of 21.75 as the null hypothesized value for the population mean, test this hypothesis at the .01 level of signifi cance given a random sam-ple of 30 weight-watcher participants who show a mean BMI 5 22.2 and a standard deviation of 3.1.

10.10 Let’s assume that over the years, a paper and pencil test of anxiety yields a mean score of 35 for all incoming college freshmen. We wish to deter-mine whether the scores of a random sample of 20 new freshmen, with a mean of 30 and a standard deviation of 10, can be viewed as coming from this population. Test at the .05 level of significance.

10.11 According to the California Educational Code ( http://www.cde.ca.gov/ls/fa/sf/peguidemidhi.asp ), students in grades 7–12 should receive 400 minutes of physical education every 10 school days. A random sample of 48 students has a mean of 385 minutes and a standard deviation of 53 minutes. Test the hypothesis at the .05 level of significance that the sampled population satisfies the requirement.

10.12 According to a 2009 survey based on the United States Census ( http://www.census.gov/prod/2011pubs/acs-15.pdf ), the daily one-way commute time of U.S. workers averages 25 minutes with (we’ll assume) a standard deviation of 13 minutes. An investigator wishes to determine whether the national average describes the mean commute time for all workers in the Chicago area. Commute times are obtained for a random sample of 169 workers from this area, and the mean time is found to be 22.5 minutes. Test the null hypothesis at the .05 level of significance.

11.11 Give two reasons why the research hypothesis is not tested directly.

11.19 How should a projected hypothesis test be modified if you’re particularly concerned about

(a) the type I error?

(b) the type II error?

11.20 Consult the power curves in Figure 11.7 to estimate the approximate detection rate, rounded to the nearest tenth, for each of the following situations:

(a) a four-point effect, with a sample size of 13.

(b) a ten-point effect, with a sample size of 29.

(c) a seven-point effect with a sample size of 18. (Interpolate)

*12.7 In Question 10.5 on page 231, it was concluded that the mean salary among the population of female members of the American Psychological Association is less than that ($82,500) for all comparable members who have a doctorate and teach full time.

(a) Given a population standard deviation of $6,000 and a sample mean salary of $80,100 for a random sample of 100 female members, construct a 99 percent confidence interval for the mean salary for all female members.

(b) Given this confidence interval, is there any consistent evidence that the mean salary for all female members falls below $82,500, the mean salary for all members?

10.5 NULL HYPOTHESIS ( H 0 ) Once the problem has been described, it must be translated into a statistical hypothesis regarding some population characteristic. Abbreviated as H 0 , the null hypothesis becomes the focal point for the entire test procedure (even though we usually hope to reject it). In the test with SAT scores, the null hypothesis asserts that, with respect to the national average of 500, nothing special is happening to the mean score for the local population of freshmen. An equivalent statement, in symbols, reads: where H 0 represents the null hypothesis and m is the population mean for the local freshman class. Generally speaking, the null hypothesis, H 0 , is a statistical hypothesis that usually asserts that nothing special is happening with respect to some characteristic of the underlying population . Because the hypothesis testing procedure requires that the hypothesized sampling distribution of the mean be centered about a single number (500), the null hypothesis equals a single number ( H 0 : m 5 500). Furthermore, the null hypothesis always makes a precise statement about a characteristic of the population, never about a sample. Remember, the purpose of a hypothesis test is to determine whether a particular outcome, such as an observed sample mean, could have reasonably originated from a population with the hypothesized characteristic. Finding the Single Number for H 0 The single number actually used in H 0 varies from problem to problem. Even for a given problem, this number could originate from any of several sources. For instance, it could be based on available information about some relevant population other than the target population, as in the present example in which 500 reflects the mean SAT reading scores for all college-bound students during a recent year. It also could be based on some existing standard or theory—for example, that the mean reading score for the current population of local fresh-men should equal 540 because that happens to be the mean score achieved by all local freshmen during recent years.

12.8 In Review Question 11.12 on page 263, instead of testing a hypothesis, you might prefer to construct a confidence interval for the mean weight of all 2-pound boxes of candy during a recent production shift.

(a) Given a population standard deviation of .30 ounce and a sample mean weight of 33.09 ounces for a random sample of 36 candy boxes, construct a 95 percent confidence interval.

(b) Interpret this interval, given the manufacturer’s desire to produce boxes of candy that on the average exceed 32 ounces.

*12.10 Imagine that one of the following 95 percent confidence intervals estimates the effect of vitamin C on IQ scores:

95% CONFIDENCE INTERVAL LOWER LIMIT UPPER LIMIT

1 100 102

2 95 99

3 102 106

4 90 111

5 91 98

(a) Which one most strongly supports the conclusion that vitamin C increases IQ scores?

(b) Which one implies the largest sample size?

(c) Which one most strongly supports the conclusion that vitamin C d e creases IQ scores?

(d) Which one would most likely stimulate the investigator to conduct an additional experiment using larger sample sizes?

Using the GCU library, search for two peer-reviewed journal articles on eyewitness testimony using the search term “memory and eyewitness testimony.” Read the articles, then in 750-1,000 words, do the following:

/0 Comments/in /by

Using the GCU library, search for two peer-reviewed journal articles on eyewitness testimony using the search term “memory and eyewitness testimony.” Read the articles, then in 750-1,000 words, do the following:

  1. Briefly summarize the findings from each article.
  2. Based upon the information read, discuss if eyewitness testimony is reliable or unreliable.

Connect your research to a memory theory discussed in Chapter 7 of your textbook.

When writing in APA style, it is important that your analysis is written in third person. Writing in third person, using support from the article to support your position, helps with clarity and conciseness throughout your paper.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center

Chapter 7 in my textbook is on the subject “Memory”

References

Hutchison, M. (2015). ‘Accurate to the Point of Mania’: Eyewitness Testimony and Memory Making in Australia’s Official Paintings of the First World War. Australian Historical Studies, 46(1), 27-44. doi:10.1080/1031461X.2014.996574

Maras, K., & Bowler, D. (2014). Eyewitness Testimony in Autism Spectrum Disorder: A Review. Journal Of Autism & Developmental Disorders, 44(11), 2682-2697. doi:10.1007/s10803-012-1502-3

Question One: The text discusses three main approaches to personality research:  case studies, experimental studies conducted in laboratory settings, and correlational studies.  If you were to conduct a research study today, which approach would you use and why?

/0 Comments/in /by

Question One: The text discusses three main approaches to personality research:  case studies, experimental studies conducted in laboratory settings, and correlational studies.  If you were to conduct a research study today, which approach would you use and why?

Suggested Topic Heading:   Personality Research

 

Question Two: It has been said that psychoanalytic theory suffers from a number of cultural biases due to the limitations in kinds of patients seen and the Victorian era from which the concepts were originally derived. Which concepts or parts of the theory do you think could become a particular target for arguments of cultural bias?

Suggested Topic Heading:  Cultural Bias in Psychoanalytic Theory

 

Question Three: As you will see in subsequent chapters, many personality theorists developed ideas that differed markedly from those of Freud and the various neo-Freudian theorists.  What aspects of Freudian theory would you “least want to lose” in such developments – i.e., which features seem so important that they should be taken into account by any other personality theory?

Suggested Topic Heading: Positive Aspects of Freudian Theory

 

Question Four: Rogers proposed that the fundamental human motive is self-actualization: a positive, growth-oriented human motive.  That sounds like a very nice idea. And it is easy to think of cases in which people seem to be striving toward self-actualization.  But it naturally raises the question of how, in Rogerian theory, one could explain the personality of people who seem oriented toward evil rather than positively-oriented growth.  In other words, what about Hitler?  Mass murderers? Etc. How could one posit a self-actualization theory in the face of such cases?

Suggested Topic Heading:  Self-Actualization and Evil

Assignment Outcomes

Distinguish the major theories of personality

Contrast historical and current views of personality

Integrate evidence based treatment interventions

Combine current research to assessment and technique

Identify legal, ethical issues in theories of personality and psychotherapy

Examine issues of culture and diversity in theories and application

Must have turn it in

Cervone, D. & Pervin, L.A.   (2016).   Personality theory and research.   (13th ed.).   New York , NY   Wiley, John & Sons, Inc.    ISBN 9781118976296

Psychology Practitioner-Scholars

/0 Comments/in /by

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