Identify the gap in the literature that your study will fill and discuss the problem you will address through the study.

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Details:

Your assignments in this class will take place in two parts. In Part 1, you will choose a topic that you may use for your dissertation. You will discuss the theoretical foundations found within the literature to support the topic and suggest why this topic should be studied and the possible research questions your proposed study will answer. Although the 10 Key Strategic Points may inform your paper, this paper will not be your prospectus.

General Requirements:

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

  • This assignment uses a rubric that is  ATTACHED. Please review the rubric prior to beginning the work to become      familiar with the expectations for successful completion.
  • Use the Proquest Dissertations and Theses @ Grand Canyon University link located on the database page at GCU      Library to research/explore other GCU learner dissertations that have a      topic similar to the one you have chosen.
  • Review the 10 Key Strategic Points template located in the DC Network.
  • Doctoral learners are required to use APA style for their writing assignments.
  • Use academic sources, including peer-reviewed journal articles, scholarly books, government reports, and other instructor-approved texts.
  • Include a minimum of five scholarly topic-relevant sources (majority of articles should be published within past 5 years)

Directions:

Using current empirical sources (i.e., published within past 5 years) to write a paper of 2,000-2,250 words in which you address the following issues:

  1. Choose an I-O topic of interest that you intend to use for your dissertation and delineate why it is important for the discipline of I-O psychology to study this topic.
  2. Identify the gap in the literature that your study will fill and discuss the problem you will address through the study.
  3. Identify the theoretical foundations (e.g., model or theory) and seminal author(s) of the model or theory.
  4. Discuss how the identified problem will be understood:

Identify the questions your study will answer.

Describe the location of your study.

Define variables (for a quantitative study) or phenomenon (for a qualitative study).

                                                                      RESOURCES

 Course Contents

Textbook

1. Industrial/Organizational Psychology: Understanding the Workplace

Read Chapter 4.

http://gcumedia.com/digital-resources/bedford-freeman-and-worth/2012/industrial-organizational-psychology_ebook_4e.php

Electronic Resource

1. DC Network

Use the 10 Key Strategic Points template found under the Research/Dissertation tab to inform your assignment. You may also find other materials that are helpful, specifically under the Residency tab in Research/Dissertation.

http://dc.gcu.edu

e-Library Resource

1. Constructing Validity: Basic Issues in Objective Scale Development

Read:

Clark, L. A., & Watson, D. (1995). Constructing validity: Basic issues in objective scale development. Psychological Assessment, 7(2), 309-319.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=1996-93318-001&site=ehost-live&scope=site

2. Has Item Response Theory Increased the Validity of Achievement Test Scores?

Read:

Linn, R. L. (1990). Has item response theory increased the validity of achievement test scores? Applied Measurement in Education, 3(2), 114-141.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=7364295&site=ehost-live&scope=site

3. Measurement Error in Psychological Research: Lessons From 26 Research Scenarios

Read:

Schmidt, F. L., & Hunter, J. E. (1996). Measurement error in psychological research: Lessons from 26 research scenarios. Psychological Methods, 1(2), 199–223.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=1996-04469-008&site=ehost-live&scope=site

4. Organizational Theories: Some Criteria for Evaluation

Read:

Bacharach, S. B. (1989). Organizational theories: Some criteria for evaluation. Academy of Management Review, 14(4), 496-515.

http://search.proquest.com/docview/210943940?accountid=7374

5. SAGE Research Methods

Use Sage Research Methods to research potential resources to develop the theoretical foundations for your paper.

https://lopes.idm.oclc.org/login?url=http://srmo.sagepub.com.lopes.idm.oclc.org/cases

6. The Role of Factor Analysis in the Development and Evaluation of Personality Scales

Read:

Briggs, S. R., & Cheek, J. M. (1986). The role of factor analysis in the development and evaluation of personality scales. Journal of Personality, 54(1), 106-148.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=8970518&site=ehost-live&scope=site

Explain to your friend, using research-based findings and language he or she will understand, the avoidable – and possibly unavoidable – risks for the development of anorexia or bulimia.

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Answers must be paraphrased (restated in your own words with no quoting permitted), properly APA format source credited – including within-answer citations and a list of references included at the end of each answer – and at least 600 words each, not counting source citations and references. Answers should be succinct, thorough, articulated in well-organized paragraphs (lists, sentence fragments and bulleted items are not permitted), and more substantive than just definitions of terms, procedures, or issues.

1. A friend says to you,“I’m really concerned about my teenager eventually developing an eating disorder. What should I do or not do?” Explain to your friend, using research-based findings and language he or she will understand, the avoidable – and possibly unavoidable – risks for the development of anorexia or bulimia.

2. Imagine you are a clinician at a community mental health clinic.Your client, who has been diagnosed with schizophrenia, has brought his mother in so the three of you can discuss his treatment options. Using general terms, the client and his mother are sure to understand, describe the various types of (a) psychotherapy and (b) medications available for the treatment of schizophrenia, the types of symptoms they each treat, and their potential limitations and risks.

3. Two of the most common–and most troubling–of the personality disorders are antisocial personality disorder and borderline personality disorder. Compare and contrast these disorders. Be sure to cover the primary symptoms, predominant causal theories, and the possibility of gender bias in the diagnosis of these disorders. Finally, suggest an effective course of treatment.

4. Psychological problems of the elderly can be divided into two groups: those that are unique to them and those that they share with other age groups. Discuss disorders of these two groups; be sure to indicate how disorders that occur in persons of all ages are nevertheless different in the elderly.
5. The impact of culture and gender are important factors in the development and maintenance of Substance Use Disorders. Briefly describe some of the components of each of these factors and how they might be addressed in culture- and/or gender-specific treatment programs.

Based on the Learning Resources from this week, explain which solution you think will be most effective in reducing dissonance and explain why.

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The concept of disequilibrium denotes a lack of balance (equilibrium) within schemes and operations. Cognitive dissonance can be likened to disequilibrium in that maintaining contradictory beliefs leads to feelings of discomfort and a desire to adjust those beliefs to remove any inconsistency. Schemes could be adjusted to accommodate the new information. Alternatively, the new information could be rejected and the scheme remains intact. The individual might seek out or interpret information so it supports their beliefs (known as confirmation bias). One real-life example of cognitive dissonance involves childhood vaccinations and autism. A number of parents have not had their children vaccinated because they believe vaccinations cause autism. Despite scientists being unable to find a link between childhood vaccinations and autism (CDC, 2015), the belief persists. As you read the McLeod and O’Leary articles, consider how these parents resolved their cognitive dissonance.

Photo Credit: James Woodson/DigitalVision/Getty Images

Reference

Centers for Disease Control and Prevention. (2015). CDC statement regarding 2004 Pediatrics article, “Age at first measles-mumps-rubella vaccination in children with autism and school-matched control subjects: A population-based study in metropolitan Atlanta.” Retrieved from http://www.cdc.gov/vaccinesafety/concerns/autism/cdc2004pediatrics.html

For this Assignment, you will examine cognitive dissonance through a specific scenario.

To prepare

  • Review the Cognitive Dissonance Scenarios found in this week’s Learning Resources and choose one of the following scenarios:
    • Cognitive Dissonance Scenario #1
    • Cognitive Dissonance Scenario #2
    • Cognitive Dissonance Scenario #3

To complete

Identify the scenario you chose and based on this scenario, write a 2- to 3-page paper that includes the following:

  • A definition of cognitive dissonance and a description of the dissonance present in the scenario you chose.
  • Include two suggestions to resolve the dissonance: one using accommodation and one using assimilation, with a detailed explanation for each.
  • Based on the Learning Resources from this week, explain which solution you think will be most effective in reducing dissonance and explain why.

Choose one of the scenarios:

Cognitive Dissonance Scenario #1 Coral is 30 years old and has lived in Texas, U.S., for the past five years. She works as a receptionist for an insurance company. Coral works long hours sitting behind a desk. After work she goes out to eat dinner with her friends, then goes home to watch television until bedtime. She has been steadily gaining weight due to her diet and sedentary lifestyle. She had a medical checkup when she turned 30 and her doctor told Coral that she is extremely overweight and that her blood test indicates she is pre-diabetic. The doctor has told her the best way reduce the likelihood of developing Type II diabetes is to lose weight through regular exercise and diet. Coral doesn’t know where she will find the time to exercise and she enjoys eating out too much to give that up.

Cognitive Dissonance Scenario #2 Stefan is a conscientious grade school teacher. He values his job and cares about his students. Stefan is also a camping enthusiast who prides himself on having the latest and best equipment. He discovered a new piece of camping equipment that was required for his next big trip and eagerly ordered it online. The next day, Stefan reads that the equipment was manufactured using child labor and at least one child is reported to have died.

Cognitive Dissonance Scenario #3 Jenny is a 45-year-old smoker who also has a family history of lung cancer. Her father, who was also a smoker, died of lung cancer. Her last physical revealed that she is suffering from high blood pressure and her doctor advised her to quit smoking due to all the associated health risks. However, Jenny not only enjoys smoking but also believes that it provides great help when she is stressed out. She also believes that if she quits smoking, she will put on weight.

Describe some of the people who might participate in the intervention. Provide a rationale for including these individuals.

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Assignment 1: Scholar Practitioner Project: Addiction Intervention

 

Most individuals do not decide to seek treatment on their own. Often, some form of leverage from outside influences is required to provide the necessary incentive to seek treatment. The broad term for this leverage is intervention. Interventions are not limited to the confrontational family scenarios currently popularized by reality television. Intervention can be any action taken by others to persuade the person with problems with addiction to seek help.

 

There are several models of family interventions, but the one used most often is the Johnson Model, developed several decades ago by Episcopal priest Vernon Johnson (Clark, 2012). In this model, an addiction professional guides family members and significant others in rehearsing and carrying out an unannounced confrontation with the person with problems with addiction. The end goal is to have this person agree to enter into a prearranged treatment setting.

 

In this assignment, you apply intervention strategies to address Marge’s addiction and you consider potential ethical dilemmas related to the intervention.

 

In a 2- to 3-page APA-formatted paper, address the following:

 

Using the Johnson Model, design an intervention as it might have occurred six weeks prior to Marge’s admission into treatment. Include the following:

 

o   Describe some of the people who might participate in the intervention. Provide a rationale for including these individuals.

 

o   Describe the qualified professional to guide the process. Explain why this person would be qualified.

 

o   Explain the preparation process prior to Marge’s intervention.

 

 

o   Provide three examples of strategies that participants might take in Marge’s intervention.

 

o   Describe three potential sanctions that participants might employ if Marge refuses treatment.

 

o   Explain any ethical dilemmas that might arise from Marge’s intervention.

 

 

 

References (use 3 or more)

 

Doweiko, H. E. (2015). Concepts of chemical dependency (9th ed.). Stamford, CT: Brooks/Cole.

 

Clark, C. D. (2012). Tough love: A brief cultural history of addiction intervention. History of Psychology, 15(3), 233–246.

 

Mee-Lee, D., & Gastfriend, D. R. (2015). Patient placement criteria. In M. Galanter, & H. D. Kleber (Eds.), The American psychiatric publishing textbook of substance abuse treatment (5th ed.). Arlington, VA: American Psychiatric Publishing.

 

Prochaska, J. O., DiClemente, C. C., & Norcross, J. C. (1992). In search of how people change: Applications to addictive behaviors. American Psychologist, 47(9), 1102–1114

 

Laureate Education (Producer). (2012b). Counseling session 1.

 

 

Laureate Education (Producer). (2012c). Counseling session 2.