Submit a 7-10 page critique and review of the article, which includes the title page and the reference list. Follow the guidelines below:

/in /by

 

By now, you should be aware that the findings from a research study are only part of the story. As a consumer, hoping to inform practice by use of an evidence base, you want to know much more. A sound research study includes all the steps highlighted in previous weeks: reviewing existing literature, focusing a research question, choosing a qualitative or quantitative method for answering the question, designing the study including selection of data collection procedures and/or measures, procedures used, data analysis plan, and findings. In addition, the study commonly discusses how ethical concerns were addressed and acknowledges the limitations of the study. For this assignment, you review a published research study with two purposes in mind:

  • Observing the structure and content of the article
  • Comparing the content of the article to the recommended content of sections for a research study.

By Day 7

Submit a 7-10 page critique and review of the article, which includes the title page and the reference list. Follow the guidelines below:

  1. Use the quantitative or qualitative research article that you located and that your instructor approved as part of the Week 5 assignment.
  2. Provide an APA reference for the article you select.
  3. If you selected a quantitative research study, use the “Quantitative Article Review and Critique. If you selected a qualitative study, use the “Qualitative Article Review and Critique.” Respond to all the questions.

Be sure to include the questions in your critique. This will cause your SafeAssign report to show high similarity to other students’ papers. However, do not be concerned about that. Do, however, appropriately paraphrase and cite specific details from the article you review.

Explain under what conditions they may not be acceptable and under what conditions, if any, they may be appropriate.

/in /by

Each response to another must be at least 175 words in length.

If asked to post your opinion or reaction/reflection as part of an initial discussion post, you must still incorporate reference support. While opinions and reactions are personal and subjective in nature, they need references and citations for support. This approach reflects knowledge acquisition as well as application and synthesis of content. In other words, always support your work with resources. This is also applies to article reviews and/or reflection exercises…you still must have at least two references….one of which will always be your textbook.

(Cohen, R. J., & Swerdlik, M. E. (2018). Psychological testing and assessment: An introduction to tests and measurement (9th ed.). New York, NY: McGraw-Hill)

(Peer response)

Cohen & Swerdlik (2018) referred to a number of reliability coefficients such as internal consistency reliability coefficient, alternative forms reliability coefficient, and test-retest reliability coefficient. These are used to ensure reliability in testing and measurement.

Describe what these scores mean

Internal consistency reliability coefficient = .92

This internal consistency reliability coefficient according to Cohen & Swerdlik (2018) is used “to evaluate the extent to which items on a scale relate to one another”. This 0.92 coefficient means that there is a high or strong relationship between each item on the new test THING to each other. This, therefore, shows that the test is reliable and can be accepted based on this strong level of reliability.

Alternate forms reliability coefficient = .82

Cohen & Swerdlik (2018) outlined that Alternate forms reliability coefficient is used “to evaluate the relationship between different forms of a measure”. This 0.82 coefficient means that there is a high or strong relationship between the different tests, THING 1 and THING 2. Hence there is good reliability that makes them acceptable.

Test-retest reliability coefficient = .50

Cohen & Swerdlik (2018) outlined that the Test-retest reliability coefficient is used “to evaluate the stability of a measure”. This 0.50 coefficient means that there is an average or reasonable level of stability or relationship between tests THING and THING 1.

Interpret these results individually in terms of the information they provide on sources of error variance.

Cohen & Swerdlik (2018) stated that “the various reliability coefficients do not all reflect the same sources of error variance. Thus, an individual reliability coefficient may provide an index of error from test construction, test administration, or test scoring and interpretation. A coefficient of inter-rater reliability, for example, provides information about error as a result of test scoring”.  From this perspective, therefore, based on Cohen & Swerdlik the internal consistency reliability coefficient of .92 provides an index of error for test construction. The alternate forms reliability coefficient of .82 provides an index of error for test construction and or administration whilst the test-retest reliability coefficient of .50 provides an index of error for test administration.

Synthesize all of these interpretations into a final evaluation about this test’s utility or usefulness.

Combining all of these reliability coefficients will provide an understanding of the test’s utility. Cohen & Swerdlik (2018) outlined that “the reliability coefficient helps the test developer build an adequate measuring instrument, and it helps the test user select a suitable test. However, the usefulness of the reliability coefficient does not end with test construction and selection. By employing the reliability coefficient in the formula for the standard error of measurement, the test user now has another descriptive statistic relevant to test interpretation, this one useful in estimating the precision of a particular test score”. So, all of these reliability coefficients would have to be worked into the formula for the standard error of measurement.

Cohen & Swerdlik (2018) further added that “the standard error of measurement, often abbreviated as SEM, provides a measure of the precision of an observed test score. Stated another way, it provides an estimate of the amount of error inherent in an observed score or measurement”.

Explain whether these data are acceptable.

Cohen & Swerdlik (2018) pointed out that “the relationship between the SEM and the reliability of a test is inverse; the higher the reliability of a test (or individual subtest within a test), the lower the SEM”. Based on this two of the reliability coefficients showed a strong or high relationship; namely, the Internal consistency reliability coefficient = .92 and the Alternate forms reliability coefficient = .82. The Test-retest reliability coefficient = .50 means that there is an average or reasonable level of stability or relationship. So, overall, we can conclude that the reliability of the tests was high. Based on the above premise, by Cohen & Swerdlik (2018) that “the relationship between the SEM and the reliability of a test is inverse”, it can be concluded that the SEM was low. So, because there was a low standard error of measurement (SEM), these data are acceptable.

This is supported by American Educational Research Association, American Psychological Association, & National Council on Measurement in Education (2014) which noted that “the STEM is an indicator of a lack of consistency in the scores generated by the testing procedure for some population. A relatively large STEM indicates relatively low reliability/precision. The conditional standards error of measurement for a score level is the standard error of measurement at that score level”.

Explain under what conditions they may not be acceptable and under what conditions, if any, they may be appropriate.

These data may not be acceptable if the reliability coefficient is low. Low-reliability coefficient shows that SEM is high based on the inverse relationship. Cohen & Swerdlik (2018) pointed out that “the relationship between the SEM and the reliability of a test is inverse; the higher the reliability of a test (or individual subtest within a test), the lower the SEM”. American Educational Research Association, American Psychological Association, & National Council on Measurement in Education (2014) noted that “a relatively large STEM indicates relatively low reliability/precision”.  On the other hand, high-reliability coefficient shows that SEM is low based on the inverse relationship.

Cohen & Swerdlik (2018) further added that “the standard error of measurement, often abbreviated as SEM, provides a measure of the precision of an observed test score. Stated another way, it provides an estimate of the amount of error inherent in an observed score or measurement”.

How might the connection between these three separate entities be important in understanding how one might transcend physical aging?

/in /by

I need these assignments in 120 words each with individual references

MODULE 1

DQ1

Humanistic psychology has a rich history and tradition of arguing for the human experience as the essence of understanding human behavior. This basis for understanding is divergent from the views in cognitive psychology, psychoanalysis and behaviorism. Based on your readings, what do you believe is the place of humanistic psychology as a movement within the discipline of psychology? Explain. What observations can you offer about the movement’s credibility among members of the psychological community? What has contributed to how humanistic psychology is perceived within the larger discipline? Explain.

DQ2

What were the most significant theoretical understandings of the human condition identified by the humanistic movement of psychology in the United States? Who were the primary standard bearers of these theories? Why were these theories significant in the advancement of the humanistic movement?

STUDY MATERIALS

Read Chapters 1 and 2.

URL:http://gcumedia.com/digital-resources/sage/2014/the-handbook-of-humanistic-psychology_theory-research-and-practice_ebook_2e.php

Kriz, J., & Langle, A. (2012). A European perspective on the position papers. Psychotherapy, 49(4), 475–479.

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2012-31572-013&site=ehost-live&scope=site

Felder, A. J., Aten, H. M., Neudeck, J. A., Shiomi-Chen, J., & Robbins, B. D. (2014). Mindfulness at the heart of existential-phenomenology and humanistic psychology: A century of contemplation and elaboration. Humanistic Psychologist, 42(1), 6–23.

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=94939877&site=ehost-live&scope=site

McDonald, M., & Wearing, S. (2013). A reconceptualization of the self in humanistic psychology: Heidegger, Foucault and the sociocultural turn. Journal of Phenomenological Psychology, 44(1), 37–59

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=88056632&site=ehost-live&scope=site

MODULE 2

DQ1

What were the main tenets that leaders of the Humanistic Psychology Movement presented to the American Psychological Association in order to justify becoming its own Division? Why might these tenets have been chosen as significant to the justification of a separate division?

DQ2

The First Old Saybrook Conference (1964) was a significant event in the history of psychology. Attendees such as Abraham Maslow, Carl Rogers, Rollo May, and Gordon Allport represented several major schools of thought in the budding humanistic psychology movement. What did Maslow, Rogers, May, and Allport express as necessary components of the Humanistic Psychology Movement? In what ways did the schools of thought expressed by these conference attendees contribute to humanistic psychology’s place in America? Explain.

STUDY MATERIAL

Read Chapters 5-8.

URL:http://gcumedia.com/digital-resources/sage/2014/the-handbook-of-humanistic-psychology_theory-research-and-practice_ebook_2e.php

MODULE 3

DQ1

Humanistic psychology emphasizes the importance of the individual experience in the understanding of human behavior. Which theorists do you believe were most instrumental in establishing this tenet of the movement? Why?

DQ2

It could be argued that to understand both death and afterlife presence, one must first be mindful of physical presence in the world. Briefly contrast a Christian worldview perspective on both mindfulness of physical presence in the world and afterlife presence with the perspective of another worldview on these topics. Which of these resonates most closely with you? Why?

STUDY MATERIALS

Read Chapters 35 and 42.

URL: http://gcumedia.com/digital-resources/sage/2014/the-handbook-of-humanistic-psychology_theory-research-and-practice_ebook_2e.php

Bregman, L. (2006). Spirituality: A glowing and useful term in search of a meaning. Omega, 53(1/2), 5–26.

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=21808441&site=ehost-live&scope=site

McAdams, D. P. (2001). The psychology of life stories. Review of General Psychology, 5(2), 100–122.

URL: https://journals-sagepub-com.lopes.idm.oclc.org/doi/full/10.1037/1089-2680.5.2.100

MODULE 4

DQ1

Phenomenology is a qualitative approach to understanding the lived experience of the individual. Consider who you understand to be the primary contributors to phenomenological psychology (as opposed to philosophy). What do you see as the primary differences and similarities among those theorists? Explain. What do you believe are the most significant challenges and benefits of employing a phenomenological approach in psychological research? Explain.

DQ2

Quantitative research methods in psychology are based on the research methods used in the natural sciences disciplines to produce empirical research. Dr. Amedeo Giorgi, the founder of the descriptive phenomenological psychology method, asserts that this qualitative method can be used to arrive at empirical results related to understanding human experience. How does Dr. Giorgi’s method compare to quantitative research methodologies? Explain. From your vantage point, does his approach to qualitative research yield empirical evidence in understanding the human condition? Why or why not?

STUDY MATERIALS

Read Chapters 19 and 20.

URL:http://gcumedia.com/digital-resources/sage/2014/the-handbook-of-humanistic-psychology_theory-research-and-practice_ebook_2e.php

Groenewald, T. (2004). A phenomenological research design illustrated. International Journal of Qualitative Methods, 3(1), 1-26.

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=13359031&site=ehost-live&scope=site

Englander, M. (2012). The interview: Data collection in descriptive phenomenological human scientific research. Journal of Phenomenological Psychology, 43(1), 13–35.

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=75005147&site=ehost-live&scope=site

Flipp, C. (2014, February 12). Phenomenology [Video].

URL:https://www.youtube.com/watch?v=7uNp7okdc-E

Lofgren, K. (2013, May 19). Qualitative analysis of interview data: A step-by-step guide [Video].

URL:https://www.youtube.com/watch?v=DRL4PF2u9XA

 

MODULE 5

DQ1

Martin Seligman and Mihaly Csikszentmihalyi describe the basic tenets and philosophy of positive psychology. What do you see as the most significant similarities and differences between the perspectives of positive psychology and humanistic psychology? Why? Which of these perspectives do you believe most closely aligns with a Christian worldview? Support your position.

DQ2

Within the past two decades, positive psychology and humanistic psychology have been at odds over their philosophical foundations and approaches to human well-being. Briefly discuss the historic development of positive psychology and humanistic psychology. Which perspective do you endorse and why? Support your position. Your defense must cite one scholarly article that makes a case for positive psychology and another that argues for humanistic psychology.

STUDY MATERIALS

Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5–14.

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2000-13324-001&site=ehost-live&scope=site

Schneider, K. (2011). Toward a humanistic positive psychology: Why can’t we just get along? Existential Analysis, 22(1), 32–38.

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=59243713&site=ehost-live&scope=site

Waterman, A. (2013). The humanistic psychology – positive psychology divide: Contrasts in philosophical foundations. American Psychologist, 68(3), 124–133.

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2013-12501-001&site=ehost-live&scope=site

MODULE 6

DQ1

Many of his colleagues considered Rollo May the father of American existential psychology. What are the key similarities and differences that you discern between May and the European humanistic perspectives about the individual and connection to others? What makes these significant?

DQ2

Irvin Yalom suggests that anxiety is an existential dilemma that can emerge in a person’s daily life and needs concrete decisions from an individual in order to ameliorate it. Do you agree or disagree with Yalom’s position? Why? How does your personal worldview influence your stance? Explain.

STUDY MATERIALS

Read Chapters 33 and 36.

URL:http://gcumedia.com/digital-resources/sage/2014/the-handbook-of-humanistic-psychology_theory-research-and-practice_ebook_2e.php

Craig, E. (2008). A brief overview of existential depth psychotherapy. Humanistic Psychologist, 36(3/4), 211–226.

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=35256508&site=ehost-live&scope=site

Tratter, A. M. D. (2013). Heidegger’s beck and call: A commentary. Humanistic Psychologist, 41(3), 256–260.

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=89931137&site=ehost-live&scope=site

Keddy, P. (2011). My Experience with psychotherapy, existential analysis, and Jungian analysis: Rollo May and beyond. Journal of Clinical Psychology, 67(8), 806–817.

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=62925649&site=ehost-live&scope=site

 

MODULE 7

DQ1

Some believe that the integration of the mind, body, and spirit into a unitary whole can create harmony and healing in one’s life. Do you agree? Why or why not? How might the connection between these three separate entities be important in understanding how one might transcend physical aging? Support your position.

DQ2

What are other types of “therapies” that can contribute to refreshing the mind, rejuvenating the body, and renewing the spirit? Which of these alternatives do you believe best aligns with a Christian worldview? Why? Which of these alternatives do you believe best aligns with your personal worldview? Why?

STUDY MATERIALS

Read Chapters 38 and 44.

URL:http://gcumedia.com/digital-resources/sage/2014/the-handbook-of-humanistic-psychology_theory-research-and-practice_ebook_2e.php

Whiting, L. (2001). Analysis of phenomenological data: Personal reflections on Giogi’s method. Nurse Researcher, 9(2), 60-74.

URL:https://lopes.idm.oclc.org/login?url=http://search.proquest.com.lopes.idm.oclc.org/docview/200821458/ADDC60263046D8PQ/8?accountid=7374

Luskin, F. (2004). Transformative practices for integrating mind-body-spirit. Journal of Alternative and Complementary Medicine, 10(Supplement), S15–s23.

URL:https://www.researchgate.net/profile/Frederic_Luskin/publication/8099816_Transformative_Practices_for_Integrating_Mind-Body-Spirit/links/56ebd8e508ae24f05099066f.pdf

Fossarelli, P. (2002). Fearfully wonderfully made: The interconnectedness of body-mind-spirit. Journal of Religion and Health, 41(3), 207–229.

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=11303040&site=ehost-live&scope=site

Samuel, G. (2010). Healing, efficacy and the spirits. Journal of Ritual Studies, 24(2), 7–20.

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=rfh&AN=ATLA0001868430&site=ehost-live&scope=site

 

MODULE 8

DQ1

Integral theory suggests that human development and psychological stages of growth should be integrated with a spiritual state of awareness. What are the possible benefits of recognizing “other states of awareness” as a way of healing a person holistically? Does this integral theory align with the Christian worldview? Why or why not?

DQ2

Literature suggests that transpersonal psychology should be the 4th Force or movement in psychology along with psychoanalysis, behaviorism, and humanistic psychology. Why has transpersonal psychology garnered significant attention over the past decade? Do you believe it should be its own movement (a 4th Force)? Why or why not? To what extent, if at all, is the notion of transpersonal psychology compatible with your personal worldview? Explain. How might this compatibility (or lack thereof) influence your dissertation research?

STUDY MATERIALS

Read Chapter 45.

URL:http://gcumedia.com/digital-resources/sage/2014/the-handbook-of-humanistic-psychology_theory-research-and-practice_ebook_2e.php

Ferrer, J. N. (2014). Transpersonal psychology, science, and the supernatural. Journal of Transpersonal Psychology, 46(2), 152–186.

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=101391073&site=ehost-live&scope=site

Marquis, A. (2007). What is integral theory? Counseling and Values, 51(3), 164–179.

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=24884340&site=ehost-live&scope=site

Hunt, H. T. (2010). Consciousness and society: Societal aspects and implications of transpersonal psychology. International Journal of Transpersonal Studies, 29(1), 20–30.

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=rfh&AN=ATLA0001849182&site=ehost-live&scope=site

Please no plagiarism and make sure you are able to access all resource on your own before you bid. One of the references must come from Broderick and Blewitt (2015). I need this completed by 01/11/18 at 6pm. I have attached the transcript from the required video.

/in /by

Please no plagiarism and make sure you are able to access all resource on your own before you bid. One of the references must come from Broderick and Blewitt (2015). I need this completed by 01/11/18 at 6pm. I have attached the transcript from the required video.

Discussion 2: The Impact of Social Media and Technology

Twenty-first century middle school students are intellectually and socially different from any generation that has come before them. The advent of texting, social networking, and social media, and the ease at which they can navigate the Internet has connected these learners to their friends and mass media 24 hours a day, 7 days a week. While there is no doubt that social media has inadvertently caused many adolescents to become computer savvy and technologically adept, how might it strengthen or weaken the bonds of adolescent friendships? When parents and adolescents are “friends” online, does it help parents to get a better sense of who their adolescents are, or does it cause bickering and opportunities for further rebellion? How might social media confirm or refute gender stereotypes? How might it serve as a channel for bullying?

For this Discussion, review this week’s media, “Perspectives: The Adolescent World.” Then, consider the overall impacts that social media and technology have on the development and decision making of adolescents.

Post by Day 4 an explanation of the potential impacts social media and technology may have on adolescent development. Include developmental, environmental, and social influences. Explain two ways in which these influences may impact decision making in adolescents. Justify your response with references to this week’s Learning Resources and the current literature. Be specific.

Readings

· Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson Education.

o Chapter 9, “Physical, Cognitive, and Identity Development in Adolescence” (review pp. 324-367)

o Chapter 10, “The Social World of Adolescence” (pp. 368-407)

· Bessant, J. (2008). Hard wired for risk: Neurological science, ‘the adolescent brain’ and developmental theory. Journal of Youth Studies, 11(3), 347–360.
Retrieved from the Walden Library databases.

· Guilamo-Ramos, V., Jaccard, J., Dittus, P., & Bouris, A. M. (2006). Parental expertise, trustworthiness, and accessibility: Parent-adolescent communication and adolescent risk behavior. Journal of Marriage and Family, 68(5), 1229–1246.
Retrieved from the Walden Library databases.

· Jaccard, J., Blanton, H., & Dodge, T. (2005). Peer influences on risk behavior: An analysis of the effects of a close friend. Developmental Psychology, 41(1), 135–147.
Retrieved from the Walden Library databases.

· Kuss, D. J., & Griffiths, M. D. (2011).Excessive online social networking: Can adolescents become addicted to Facebook? Education and Health, 29(4), 68–71.
Retrieved from the Walden Library databases.

· Reich, S. M., Subrahmanyam, K., & Espinoza, G. (2012). Friending, IMing, and hanging out face-to-face: Overlap in adolescents’ online and offline socialnetworks. Developmental Psychology, 48(2), 356–368.
Retrieved from the Walden Library databases.

· Strasburger, V. (2010). Children, adolescents, and the media: Seven key issues. Pediatric Annals, 39(9), 556–564.
Retrieved from the Walden Library databases.

· Sullivan, C. J., Childs, K. K., & O’Connell, D. (2010). Adolescent risk behavior subgroups: An empirical assessment. Journal of Youth and Adolescence, 39(5), 541–562.
Retrieved from the Walden Library databases.

Media

· Laureate Education (Producer). (2013a). Adolescence [Video file]. Retrieved from CDN Files Database. (COUN 6215/COUN 8215/HUMN 8215)
In this media piece, you will continue your examination of the client family assigned to you by your Instructor. This week, you will focus on the adolescent, aged 11–18.
Note: Please click on the following link for the transcript: Transcript (PDF).

· Laureate Education (Producer). (2013i). Perspectives: The adolescent world [Video file]. Retrieved from https://class.waldenu.edu
Note: The approximate length of this media piece is 3 minutes.
This week’s presenter speaks to the challenges in working with adolescent clients. Key lifespan concepts such as risk-taking, gender differences, and parental involvement are discussed.

Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript