. Identify the major contributors to the problem (who, what) and briefly explain how they contribute to/cause the problem

/in /by

Text

· Course Text:  Browne, M. N., & Keeley, S. M. (2018). Asking the right questions: A guide to critical thinking (12th ed.). Upper Saddle River, NJ: Pearson.

o Chapter 7, “The Worth of Personal Experience, Case Examples, Testimonials, and Statements of Authority as Evidence”

o Chapter 8, “How Good Is the Evidence: Personal Observation, Research Studies?”

Problem/Issue Cause and Effect

Now that you have critically analyzed the problem/issue, it is time to present your findings to others in the course. Feedback from others is useful in ensuring that the critical analysis is on target. Select one of the causes deemed most influential in the development of the problem/issue and post it in this week’s Discussion. Pay close attention to the questions posted by your colleagues and use the information to further refine your critical analysis.
Note: Please complete the Application Assignment prior to the Discussion question this week.
To prepare:

· Review Chapters 7 and 8 in the course text, Asking the Right Questions: A Guide to Critical Thinking, paying particular attention to the questions to ask in determining cause and effect.

·

· Review this week’s Application Assignment.

With these thoughts in mind:

Post by Day 4 an analysis of one cause/effect of the problem/issue you selected. Include in your analysis what happened and who was affected, negatively and/or positively.

Application: Critical Analysis I

 

Note: Please complete the Application Assignment prior to the Discussion question this week.

 

Often there are many contributing causes in the development of a specific problem/issue. These causes may be complex and may involve individuals, institutions, and/or environmental factors, for example. This complexity increases the difficulty in creating a solution for the problem. Thus, prior to developing solutions, there must be a critical analysis of the problem/issue. The analysis must address the many potential causes of the problem/issue and determine which had the most impact on its development. Critical analysis relies on the literature and resources that address the specific problem.

 

In this Application, you will focus on a critical analysis of the problem utilizing the findings from the literature collected in Weeks 4 and 5.

 

To prepare:

· Review the resources you collected and summarized in Weeks 4 and 5.

· Review the questions in the “Critical Analysis Template,” located in the Resources area on the left navigation bar.

· Think about the causes of the problem or the issue you have identified, and consider who or what are the major contributors to this problem.

· Think about the impacts of the problem.

The assignment:

By Day 7, briefly describe, in 2-3 pages, the problem/issue and the problem statement you developed.

1. Identify the major contributors to the problem (who, what) and briefly explain how they contribute to/cause the problem.

2. Explain at least two causes of the problem.

3. Explain at least two effects of the problem.

Support your Application Assignment with specific references to all resources used in its preparation. You are asked to provide a reference list only for those resources not included in the Learning Resources for this course.

Summarize the results of the data analysis. The summary should include a concise description of the following: The means to mitigate potential ethical issues surrounding to this study.

/in /by

Qualitative research often generates large amounts of data that must be ethically gathered and analyzed. The use of statistical software such as the Statistical Package for the Social Sciences (SPSS) can significantly simplify and enhance the analysis of qualitative research data. In this assignment, you will consider the ethical issues of qualitative research and use SPSS to analyze some sample data.

 

General Requirements:

 

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

 

  • Review “SPSS Access Instructions” for information on how to access SPSS for this assignment.
  • Download the document “SPSS Assignment Background and Directions” from the topic materials.
  • View the video “SPSS – Coding and Labeling Variables” available at http://www.youtube.com/watch?v=S4ULCYIXcoQ.
  • View the video “Frequencies and Descriptive Statistics” available at http://www.youtube.com/watch?v=XrfQfEwjZA4.
  • Instructors will be using a grading rubric to grade the assignments. It is recommended that learners review the rubric prior to beginning the assignment in order to become familiar with the assignment criteria and expectations for successful completion of the assignment.
  • Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
  • This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included.

 

Directions:

 

Complete the assignment as directed in the document “SPSS Assignment Background and Directions.”

 

PSY850.RSPSS Assignment Background and Directions.docxSPSSAccessInstructions.docxFaculty Comments Dataset.sav

 

 

 

Background Information

 

Clark and Springer (2007) conducted a qualitative study to examine the perceptions of faculty and students in a nursing program on incivility. Their key questions were:

 

  • How do nursing students and nurse faculty members contribute to incivility in nursing education?
  • What are some of the causes of incivility in nursing education?
  • What remedies might be effective in preventing or reducing incivility?

 

They gathered responses from online surveys with open-ended questions from 36 nurse faculty and 168 nursing students. Each of the researchers reviewed all comments and organized them by themes. They noted four major themes of responses:

 

  • Faculty perceptions of in-class disruption and incivility by students
  • Faculty perceptions of out-of-class disruption and incivility by students
  • Student perceptions of uncivil behaviors by faculty
  • Faculty and student perceptions of possible causes of incivility in nursing education

 

A total of eight sub-themes were identified among the faculty comments on types of in-class disruptions. Those subthemes were:

 

  • Disrupting others by talking in class
  • Making negative remarks/disrespectful comments toward faculty
  • Leaving early or arriving late
  • Using cell phones
  • Sleeping/not paying attention
  • Bringing children to class
  • Wearing immodest attire
  • Coming to class unprepared

 

Reference

 

Clark, C. M., & Springer, P. J. (2007). Thoughts on incivility: Student and faculty perceptions of uncivil behavior. Nursing Education Perspectives, 28(2), 93-97.

 

 

Assignment Directions

 

Imagine that you have replicated the Clark and Springer (2007) study with psychology students from an on-campus undergraduate program (all face-to-face classes). The faculty members are describing students they have in their psychology classes.

 

You have organized responses from the 15 faculty who responded regarding in-class disruptions.

 

Because this qualitative research study involves human subjects, the researcher must consider the potential ethical issues involved in conducting the study. The researcher should consider the following things:

 

  • The potential researcher/participant and participant/participant interactions involved in the study.
  • The potential ethical issues surrounding the researcher/participant and participant/participant interactions involved in the study.
  • How to mitigate both the ethical issues and harm to individuals and institutions.

 

Preliminary Analysis

 

Complete the following steps to use the SPSS data file (Faculty Comments Dataset.sav) to do some initial analyses of the data:

 

  1. Open the SPSS data file.
  2. In DATA VIEW, notice that columns 1 and 2 contain the comments that were collected. Also note that column 2 contains a place to enter the numerical code for each theme into which that comment would fall. Columns 3-5 contain each faculty respondent’s ID code, gender code (1=male, 2= female), and number of years teaching, respectively.
  3. In VARIABLE VIEW, notice how the codes for gender are entered under the VALUES column. You will use the same method to enter the codes for the comment themes for the second variable. You will want to review the videos located in both the topic materials and in the General Guidelines of the assignment for information on how to do this. Also, note that to the far right in VARIABLE VIEW, under MEASURES, the proper scale of measurement needs to be entered for each variable. Only years of teaching is a scale (continuous) variable. All the others are codes/qualitative.

 

Coding the Comments and Examining the Frequencies of Each Theme

 

Column 1 contains brief summaries of the different comments that were collected from the 15 faculty (some faculty gave more than one comment). Code the comments (Hint: generally, look for the same themes that Clark and Springer found, but add anything that may be new or do not include a theme that does not fit your set of comments) by completing the following steps:

 

  1. Assign each type of comment a number code (e.g., talking during class = 1; disrespectful = 2; etc.).
  2. Put the code of each comment in the column headed FACULTYCOMMENTCODE just to the right of the comment (that is, it should be in the same row as the comment).

 

Next, enter the code values and meaning of each code. You will want to review the videos located in both the topic materials and in the General Guidelines of the assignment for information on how to do this. Complete the following steps to enter the code values and meaning of each code:

 

  1. Switch to VARIABLE VIEW.
  2. Go to the row for the second variable.
  3. Look under VALUES, and enter the code value and the meaning of each code. For example, Value box = 1; Label box = Talking during class. Then, click “Add” so the label shows in the box below. Then, put the next code value (2) in the Value box, its meaning in the Label box, and click “Add.” Continue this until all code values and labels are showing in the larger box.
  4. When finished, click “OK.”

 

Now, analyze the frequencies of comments in each theme. You will want to review the videos located in both the topic materials and in the General Guidelines of the assignment for information on how to do this. Complete the following steps to analyze the frequencies of comments in each theme:

 

  1. Go to AnalyzeàDescriptive StatisticsàFrequencies.
  2. Select FACULTYCOMMENTCODE and move it to the box on the right (Variables). The “Display Frequency Tables” box should be checked.
  3. Use data in the SPSS data file to create a bar graph by selecting Chart and then choosing bar graph. Be sure to have the graph show the frequency of each type of response. Note: you can also display the percentage of all comments that fell into that category.

 

Submit the output tables and graphs with your summary write-up as described below.

 

 

 

Here is an example of this kind of output using a different, but similar, set of data:

 

Frequencies

 

FACULTYCOMMENTCODE
Frequency Percent Valid Percent Cumulative Percent
Valid Disrupting other by talking in class 20 21.3 37.7 37.7
Making negative remarks/disrespectful comments toward faculty 11 11.7 20.8 58.5
Leaving early and arriving late 9 9.6 17.0 75.5
Using cell phones 7 7.4 13.2 88.7
Sleeping/not paying attention 3 3.2 5.7 94.3
Bringing children to class 1 1.1 1.9 96.2
Wearing immodest attire 1 1.1 1.9 98.1
Coming to class unprepared 1 1.1 1.9 100.0
Total 53 56.4 100.0
Missing System 41 43.6
Total 94 100.0

 

 

 

 

Reporting the Demographics of the Faculty

 

Every research report requires the researcher to report the demographic characteristics of the participants. The demographic information collected depends on the focus of the study. For this study, two key pieces of demographic information were collected: the gender of the faculty member and the number of years s/he has been teaching at the college level.

 

Run an analysis of the data in this SPSS file to summarize the characteristics of the 15 faculty in your study. You will want to review the videos located in both the topic materials and in the General Guidelines of the assignment for information on how to do this. Your analysis should include the following items:

 

  • The number of male and female faculty who responded
  • The mean number of years of college teaching reported by this group.
  • The standard deviation of years of college teaching reported by this group.
  • The range (lowest number of years to highest number of years) of college teaching reported by this group.

 

Complete the analysis by performing the following steps:

 

  1. Go to AnalyzeàDescriptive StatisticsàFrequencies.
  2. Observe the frequency of males and females.
  3. Create a chart as well as recording the numbers. Disregard “missing values” as this is data extraneous to the analysis; the SPSS system is only looking at the rows where there are comments.
  4. Go to AnalyzeàDescriptive StatisticsàFrequencies.
  5. To determine the years of teaching, move NUMBERYEARSTEACHING to the right box (Variable(s)).
  6. Select “Statistics,” and then make sure that mean, std. deviation, minimum, maximum, and range are checked.
  7. Click “Continue.” Then click “OK.” Values for the mean, standard deviation, minimum, maximum, and range will be provided to you in a single table. You will also be presented with information on the frequency of each response, but you probably will not use this if you have a lot of different answers. However, if you wanted to report your findings in groups, the frequency output will provide information for grouping. For example, you might want to report the number of teachers who taught fewer than 5 years versus the number who had taught 5 or more years. The frequency table would allow you to do this so that you would not have to count them by hand.

 

Submit the output tables and graphs with your summary write-up as described below.

 

Write-up the Results

 

Summarize the results of the data analysis. The summary should include a concise description of the following:

 

  1. The means to mitigate potential ethical issues surrounding to this study.
  2. The themes identified when analyzing the faculty comments about in-class disruptions.
  3. The demographics of the faculty participants based on the data collected from the SPSS analyses.

 

Submit the SPSS output tables and graphs created in the previous parts of this assignment as appendices to the summary statement.

 

Provide at least 3 recommendations for decreasing body fat which must be nutrition related but can incorporate strength training to maintain muscle mass.

/in /by

For your project, you must choose one of the following scenarios as if you were an actual professional “Sports Nutritionist”. Your project is to answer the scenario with a detailed and specific report as to how you would handle the situation provided. Your project must be at least 5 pages in length (double-spaced) not counting the title page, reference page, meal plans, and the pages for the “All Daily Reports” (Saved as a PDF and attach separately in the assignment area). (Your project may be 10 -15 pages in length if you include all the pages.)  Be creative with your presentation!  Add some color or some pictures.  Think out of the box. It does not have to be in standard APA report format. Be sure to include all the information.

Scenario #1

Imagine that you are a Sports Nutritionist. Your client is a semi-professional Men’s Hockey/Baseball/Football Coach and he wants you to assist with developing a nutritional plan for his team. Your report/project should include:

1) At least 5 ways that proper nutrition can boost athletic performance. Feel free to discuss anything (provide advice) that you feel is important for this coach to comprehend concerning nutrition for this team. Be sure you support your selection. Ask yourself, “Why does this boost performance?”

 

2) At least 3 recommendations for the team concerning pre-game meals. What are some guidelines that they should follow during pre-game nutrition? Again, be sure to support your selection. Ask yourself, “Why did I select this as a recommendation?”

 

3) A 3-day sample meal plan for this team. Use the diet analysis program to develop and evaluate this plan. Assume that each player on the team is the same height, weight, and activity level for the profile.  Your meal plan must provide at least 100% of the macronutrient (calories, fat, protein, and carbohydrate) and food group recommendations. Also, it must provide the appropriate amount of calories from carbohydrate and fat. Include your meal plans and the “All Daily Reports” with your report/project.

 

4) A short one paragraph summary.

Scenario #2

Young athletes attempt to gain weight for various reasons. As a “Sports Nutritionist” what types of nutritional advice would you give a young athlete with the following situation? A high school basketball player (junior) who is 6/8″ and weighs 200 lbs. is dreaming of a college basketball scholarship someday.  He would like to bulk up and gain about 25-35 more pounds in order to be considered a college prospect. Your report/project should include:

 

1) At least 5 keys to gaining weight properly while also gaining muscle mass. Be sure you support your selection. Remember this is a nutrition class stay away from discussing detailed training techniques – summarize.  Ask yourself, “Why is this important for gaining weight properly?”

 

2) Provide at least 3 recommendations for bulking up which must be nutrition related but can incorporate strength training to gain muscle mass. Remember this is a nutrition class stay away from discussing detailed training techniques – summarize.  Be sure you support your selection. Ask yourself, “Why is this important for bulking up?”

 

3) A 3-day sample meal plan for this player. Use the diet analysis program to develop and evaluate this plan. Use the information above to complete the profile and determine the daily nutrient intake. Your meal plan must provide at least 100% of the macronutrient (calories, fat, protein, and carbohydrate) and food group recommendations. Also, it must provide the appropriate amount of calories from carbohydrate and fat. Include your meal plans and the “All Daily Reports” with your report/project.

4) A short one paragraph summary.

Scenario #3

Athletes attempt to lose weight for various reasons. As a “Sports Nutritionist” what types of nutritional advice would you give an athlete with the following situation? A WNBA (WOMENS) basketball player who is 6’0″ and weighs 200 lbs and has had a baby 1 year ago. Missing last season and an injury have put her behind on her comeback and a few pounds overweight.  To achieve a good BMI and body mass composition she needs to loose 15 – 20 pounds of body fat at a healthy pace.

Your report/project should include:

1) At least 5 keys to losing weight properly while also gaining/maintaining muscle mass. Be sure you support your selection. Remember this is a nutrition class, stay away from discussing detailed training techniques – summarize.Ask yourself, “Why is this important for losing weight properly?”

 

2) Provide at least 3 recommendations for decreasing body fat which must be nutrition related but can incorporate strength training to maintain muscle mass. Remember this is a nutrition class, stay away from discussing detailed training techniques – summarize.  Be sure you support your selection. Ask yourself, “Why is this important for decreasing body fat?”

 

3) A 3-day sample meal plan for this player. Use the diet analysis program to develop and evaluate this plan. Use the information above to complete the profile and determine the daily nutrient intake. Your meal plan must provide at least 100% of the macronutrient (calories, fat, protein, and carbohydrate) and food group recommendations. Also, it must provide the appropriate amount of calories from carbohydrate and fat. Include your meal plans and the “All Daily Reports” with your report/project.

 

4) A short one paragraph summary.

What are the major assumptions of cognitive therapy? Explain several of its major concepts. Please select one or more concepts that other students have not already defined.

/in /by

Approaches to Psychotherapy II – Discussion

Discussions are fundamental to shared learning, so please be sure to participate early and often! After you have completed the Reading, and without reviewing your classmate’s responses, post your initial response to the following Discussion. Your post should be at least 300-350 words in length and should extend the discussion of the group supported by your course materials and/or other appropriate resources. After you have submitted your initial post, review some of your classmates’ posts, and respond to at least 2 of your classmates. Your responses to others should be at least 100 words in length and substantive. Refer to your Discussion Board Rubric in your Syllabus for specific grading explanation.

Topics

Cognitive Therapy Scenario

Cognitive Therapy Scenario

For this activity, watch the video: Cognitive Therapy Scenariohttp://extmedia.kaplan.edu/artsSCi/Media/PS380/PS380_1404C/PS380_TD_Scenario2/PS380_TD_Scenario2.html. Use the information in the scenario to answer the following questions:

  • What are the major assumptions of cognitive therapy? Explain several of its major concepts. Please select one or more concepts that other students have not already defined.
  • Which specific cognitive distortions is Angela exemplifying?
  • In your opinion, what is the best way for Dr. Collins to alleviate Angela’s anxiety?
  • Can you complete a written version of Ellis’ ABCDE model, as Angela might (as instructed by Dr. Collins)?
  • What are the major assumptions of behavioral therapy? With regard to Angela, how might a behavioral approach differ from a cognitive approach?