You must post your thread of 600 words or more by 11:59 p.m. (ET) on Thursday of the assigned module/week. Then, you must reply to at least 2 peers threads in 200 words or more by 11:59 p.m. (ET) on Sunday of the same module/week.
Textbook Readings
Leigh & Blakely: chs. 1214
McDonald: ch. 6
Item
Bible Readings
James 1:2627
Proverbs 29:7
Malachi 3:6-12
Matthew 6
Luke 6:3536
Acts 5:111
Acts 20:35
Romans 12:13
2 Corinthians 8:25
1 Timothy 6:18
1 John 3:1718
Developing self-awareness starts with taking time to reflect on your own strengths and weaknesses, what distresses you, and what you find most comfortable in social work practice with your clients and colleagues. You have read about many theories and models at this point. There may have been theories and models that you were more inclined to use. Or there may have been theories and models you were not comfortable using.
The Theoretical Evaluation Self-Test (TEST) was developed by Daniel Coleman. It is a quantitative instrument that measures a therapist’s theoretical orientation. It consists of 30 close-ended statements with a 7-point Likert scale, asking the extent of agreement about psychotherapy, the human psyche, and the therapeutic process (Coleman, 2003, p. 74). The seven theoretical orientations that are measured are psychodynamic, biological, family systems, ecosystems, cognitive, pragmatic, and humanistic.
Coleman (2003) cautions that the TEST is not meant to give therapists a conclusive and definitive sense of their theoretical orientation. Rather, the goal is to promote self-reflection about their personal tendencies toward approaching therapy.
For this Discussion, you take the TEST to stimulate self-reflection. You will also take some time to reflect on all the different theories and models covered in this course.
To prepare: Take the TEST. There is both a web-based version, noted in the Learning Resources, and a paper version of the TEST.
Post:
After taking the TEST, post your results.
Explain in 2 to 3 sentence the extent to which you were surprised or not surprised by the TEST results, and explain the reasons why you were surprised or not surprised.
After looking back at the array of theories and models that were covered in this course, identify the top three theories or models that most appealed to you.
Explain in 3 to 4 sentences how your personal values, worldviews, life experiences, and/or your personality influenced your selection of the top three theories or models.
In this course, you were asked to select one case study to use throughout the entire course. Describe this experiencefor example, the degree to which it was helpful to focus on one case, what you learned, what could perhaps be done differently.
The link to the TEST
http://web.pdx.edu/~dcoleman/test.html
You will respond to 2 colleagues once I upload their posts
A research question is a clear inquiry asking just one question and eliciting more than a simple yes or no response. Begin your research question with how, why, or what rather than does, do, or can. Once your research questions have been developed, you will need to create corresponding null and alternative hypotheses for each research question. Remember, the null hypothesis indicates a non-significant relationship or difference will exist while an alternative hypothesis indicates a significant relationship or difference will exist.
Research questions and hypotheses are divided into two categories: relationship questions and descriptive questions.
Relationship research questions include comparison (difference questions) and strength of association (associational):
Difference research questions are used when comparing scores (on the dependent variable) on two or more groups. These questions attempt to demonstrate that groups are not the same on the dependent variable.
Association research questions are used when the researcher wants to examine the association or relationship between variables. The approach is commonly used to see how two or more variables covary (vary together). For example, do higher values on one variable correspond to higher values on the other? These questions are also used to how one or more variables can be used to predict another variable.
Descriptive research questions do not use inferential statistics. Descriptive questions are used to summarize or describe the current data. No generalization to a larger population of individuals.
Please review the schematic diagram below:
Schematic Diagram
Figure 11. Schematic Diagram
For example:
Research Question 1:
Q: What is the relationship between family socioeconomic level and student state-mandated test performance?
Ho: A non-significant relationship will exist between family socioeconomic level and student state-mandated test performance.
Ha: A significant relationship will exist between family socioeconomic level and student state-mandated test performance.
Research Question 2:
Q: What is the relationship between family socioeconomic level, gender, and student state-mandated test performance?
Ho: A non-significant relationship will exist between family socioeconomic level, gender, and student state-mandated test performance.
Ha: A significant relationship will exist between family socioeconomic level, gender, and student state-mandated test performance.
Research Question 3:
Q: What is the effect of an intensive language immersion program on spoken English acquisition skills among high school ESL students?
Ho: An intensive language immersion program will result in a non-significant effect on spoken English acquisition skills among high school ESL students.
Ha: An intensive language immersion program will result in a significant effect on spoken English acquisition skills among high school ESL students.
Research Question 4:
Q: What is the effect of an intensive language immersion program on spoken English acquisition skills among high school ESL students by gender?
Ho: An intensive language immersion program will result in a non-significant effect on spoken English acquisition skills among high school ESL students by gender.
Ha: An intensive language immersion program will result in a significant effect on spoken English acquisition skills among high school ESL students by gender.
Sample Solution
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DISCUSS THE ARGUMENTS FOR AND AGAINST THE DECRIMINALISATION OF CANNABIS
Sample Solution
The post THE ARGUMENTS FOR AND AGAINST THE DECRIMINALISATION OF CANNABIS appeared first on homework handlers.
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