Explain the “golden rules” sociologists should keep in mind when conducting research? Do you think we can add more to the list? If so, please explain.

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After reading The Cultural Meaning of Suicide: What Does That Mean?, write a paper of 500-750 words on suicide in which you address the following questions:

  1. What did you think of the article? How did the article relate to topics presented in the textbook?
  2. What interesting questions did the article raise for you?
  3. Identify the common predictors of suicide, treatments, and prevention programs
  4. Define suicide in your own words and describe how suicide is viewed in other cultures.

Use the GCU Library databases, include a minimum of two outside references or other resources to highlight and support your viewpoint.

Prepare this assignment according to the APA 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.

This benchmark assignment assesses the following programmatic competency: 3.6 Assess psychological practices using a culturally sensitive worldview.

You May Ask Yourself

Fourth Edition
Dalton Conley
* Please answer all parts of the 2questions you choose to answer. You should answer both the questions in one single post rather than respond to each question in different posts.

  1. What is the difference between a deductive and an inductive approach? Explain your logic. Give examples of research scenarios in which a sociologist would use these methods. You can use Healthcare settings/research areas.
  2. Clearly explain the difference between correlation and causation? Which is harder to prove and why? Use at least 2 examples for to explain the differences between the 2 concepts.
  3. Distinguish between qualitative and quantitative research methods and give at least 2 examples for each method. In your examples, explain why the methods would be appropriate methods to use?
  4. Explain the “golden rules” sociologists should keep in mind when conducting research? Do you think we can add more to the list? If so, please explain.
  5. Create a simple research question and address the questions – Why you picked the research topic? What method of data collection would you use and why?  What would be your sample and sample size? What do you think you would find?  Could this study be generalized to the population?  Why or why not?

Consider the details of the evaluation, including the purpose, specific questions to address, and type of information to collect.

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To ensure the success of a program evaluation, a social worker must generate a specific detailed plan. That plan should describe the goal of the evaluation, the information needed, and the methods and analysis to be used. In addition, the plan should identify and address the concerns of stakeholders. A social worker should present information about the plan in a manner that the stakeholders can understand. This will help the social worker receive the support necessary for a successful evaluation.

To prepare for this Assignment, identify a program evaluation you would like to conduct for a program with which you are familiar. Consider the details of the evaluation, including the purpose, specific questions to address, and type of information to collect. Then, consider the stakeholders that would be involved in approving that evaluation. Review the resources for samples of program evaluations.

By Day 7

Submit the following:

  • A 1-page stakeholder analysis that identifies the stakeholders, their role in the agency and any concerns that they might have about the proposed program evaluation
  • A 2- to 3-page draft of the program evaluation plan to submit to the stakeholders that:
    • Identifies the purpose of the evaluation
    • Describes the questions that will be addressed and the type of information that will be collected
    • Addresses the concerns of the stakeholders that you identified in your Stakeholder Analysis

 

Required Readings

Dudley, J. R. (2014). Social work evaluation: Enhancing what we do. (2nd ed.) Chicago, IL: Lyceum Books.
Chapter 1, “Evaluation and Social Work: Making the Connection” (pp. 1–26)
Chapter 4, “Common Types of Evaluations” (pp. 71-89)
Chapter 5, “Focusing an Evaluation” (pp. 90-105)

Document: Logan, T. K., & Royse, D. (2010). Program evaluation studies. In B. Thyer (Ed.), The handbook of social work research methods (2nd ed., pp. 221–240). Thousand Oaks, CA: Sage. (PDF)
Copyright 2010 by Sage Publications, Inc.
Reprinted by permission of Sage Publications, Inc. via the Copyright Clearance Center.

W. K. Kellogg Foundation. (2017). The step-by-step guide to evaluation: How to become savvy evaluation consumers. Retrieved from https://www.wkkf.org/resource-directory/resources/2017/11/the-step-by-step-guide-to-evaluation–how-to-become-savvy-evaluation-consumers

Chapter 4, “Overview of the Evaluation Process That Reflects Evaluation Thinking”
Chapter 5, “Preparing for the Evaluation”
Chapter 6, “Determine Stakeholders and Engage Them in Evaluation”
Chapter 7, “Developing a Logic Model, Evaluation Questions, “Measurement Framework, and Evaluation Plan”
Chapter 8, “Data Collection and Analysis”
Chapter 9, “Summarize, Communicate and Reflection on Evaluation Findings”

Research the history and traditions of a culture that is of special interest to you. You may research the arts, musical traditions, literature, significant historical events, and religions of your chosen culture.

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“The Cultural Other”

  • Research the history and traditions of a culture that is of special interest to you. You may research the arts, musical traditions, literature, significant historical events, and religions of your chosen culture.
  • Armed with this background, create a portfolio of an invented person from that culture. The result will be a case study.
  • Decide on the age, gender, socioeconomic class, family situation, and community role of the individual, as well as a personal crisis the individual has involving culture.
  • Write up the case study. Include a key historical event that has some influence on the case.

Here is the grading rubric for this assignment:

Grading Rubric for APPLIED FINAL PROJECT: “THE CULTURAL OTHER”

5

4

3

2

1

0

Weight

Total

CONTENT

1. All topics are discussed in clear detail and are relevant to the assignment and course

X3

2. Author supports assertions correctly

X2

3. Ideas are interrelated coherently and logically

X2

4. Author creatively enhances the topic

X3

Professional Presentation

5. Project contains an appropriate degree of formality where required

X1

6. Text develops and elaborates on main ideas

X2

7. Final product is neat and attractive

X1

WRITING MECHANICS AND STYLE

8. Paper is free of mechanical errors (e.g., misspellings, typos, punctuation errors)

X2

9. Paper is grammatically sound (with proper sentence structure)

X3

10. Paper is submitted per instructions, on time, and in appropriate format

X1

Points awarded

Behaviors demonstrated

5

Paper contains no errors in this area.

4

Paper contains limited errors in this area; however, the overall presentation of the material is readable and appropriate.

3

Paper contains multiple errors in this area; however, the overall presentation of the material is acceptable.

2

Paper contains a number of errors in this area and the overall presentation is difficult to read.

1

Paper contains numerous errors in this area, which detracts from the presentation.

0

Not present.

Consider the following perspective from the Just the Facts Coalition, a group comprised of counselors and other helping professionals who work with adolescent children:

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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 12/28/17 at 6pm and I will tell you what discussion I am assigned to when the instructor let me know.

 

Discussion 2: Influences on Sexuality and Sexual Orientation

Consider the following perspective from the Just the Facts Coalition, a group comprised of counselors and other helping professionals who work with adolescent children:

Sexual orientation is not synonymous with sexual activity. Many adolescents as well as adults may identify themselves as lesbian, gay, or bisexual without having had any sexual experience with persons of the same sex. Other young people have had sexual experiences with a person of the same sex but do not consider themselves lesbian, gay, or bisexual. This is particularly relevant during adolescence because experimentation and discovery are normal and common during this developmental period. (American Psychological Association, 2013)

Straight, lesbian, gay, bisexual, transgendered, and questioning—when it comes to sexuality and sexual orientation, what influences individuals the most?
For this Discussion, review this week’s media presentation, “Perspectives: The ‘Tween’ Years,” reflecting on the factors that influence sexuality and sexual orientation during the tween years. Then, complete the post assigned to you by your Instructor.

Discussion A

Post by Day 4 an explanation of the roles that biology, culture, socialization, and age may play in influencing sexuality. Justify your response with references to this week’s Learning Resources and the current literature. Be specific.

Discussion B

Post by Day 4 an explanation of the roles that biology, culture, socialization, and age may play in influencing sexual orientation. 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 8, “Gender and Peer Relationships: Middle Childhood Through Early Adolescence” (pp. 282-323)

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

· Best, D. L. (2009). Another view of the gender-status relation. Sex Roles, 61(5/6),341–351.
Retrieved from the Walden Library databases.

· Cobb, R. A., Walsh, C. E., & Priest, J. B. (2009). The cognitive-active gender role identification continuum. Journal of Feminist Family Therapy, 21(2),77–97.
Retrieved from the Walden Library databases.

· Ewing Lee, E. A., & Troop-Gordon, W. (2011). Peer processes and gender role development: Changes in gender atypically related to negative peer treatment and children’s friendships. Sex Roles, 64(1/2),90–102.
Retrieved from the Walden Library databases.

· Gallor, S. M., & Fassinger, R. E. (2010). Social support, ethnic identity, and sexual identity of lesbians and gay men. Journal of Gay & Lesbian Social Services, 22(3), 287–315.
Retrieved from the Walden Library databases.

· Lev, A. I. (2004). Transgender emergence: Therapeutic guidelines for working with gender-variant people and their families. Binghampton, NY: Routledge.

o Chapter 3, “Deconstructing Sex and Gender: Thinking Outside the Box” (pp. 79–109)
Retrieved from the Walden Library databases.

· McCabe, J., Tanner, A. E., & Heiman, J. R. (2010). The impact of gender expectations on meanings of sex and sexuality: Results from a cognitive interview study. Sex Roles, 62(3/4), 252–263.
Retrieved from the Walden Library databases.

Media

· Laureate Education (Producer). (2013g). Perspectives: The ‘tween years’ [Video file]. Retrieved from https://class.waldenu.edu
Note: The approximate length of this media piece is 3 minutes.
This week’s presenter discusses how individuals in the in between, or ‘tween’ age can feel uncomfortable about their gender, their bodies, and their sexuality. Strategies for working with tweens are also discussed. It is highly recommended that you view this presentation before posting to this week’s Discussion boards.

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