Review Chapter 8 in your course text, Research Methods for the Behavioral Sciences. Pay particular attention to the difference between Type I and Type II errors.

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Type I and Type II Errors

Statisticians and researchers are human, and therefore, make mistakes in the conduct of their research. Type I and Type II errors are important to consider as they have real-world implications. A Type I error refers to rejecting a null hypothesis when it is true, while a Type II error results from failing to reject a null hypothesis when it is false. The following hypothetical situation illustrates these errors and the null hypothesis:

A forensic psychologist must decide whether to allow John Hinckley, Jr. to go to his parents’ house on a weekend pass. Mr. Hinckley, as you recall, attempted to assassinate President Reagan at the Washington Hilton in 1981, just to impress actress Jody Foster with whom he was obsessed. Mr. Hinckley has been writing letters to Miss Foster as recently as last month. The letters were found under his mattress during a routine inspection of his room at St. Elizabeth’s Hospital. The hospital has convened a panel of seven mental health professionals, all of whom work at the hospital and with Mr. Hinckley. The votes are in: Three say let him go visit his parents and three vote to deny his weekend pass request. What should the forensic psychologist decide? The null hypothesis in this case would be that it is safe to send him home for the weekend. If he is denied the visit when in reality he would not have caused any problems, a Type I error (also called a false positive) would have been made. It was determined that he would be dangerous when he would not have been. A Type II error (or a false negative) would result if it was determined that he would not be violent and he was released, and he ended up assaulting someone on his weekend pass. In that case, it was believed that nothing would happen and it did.

Forensic psychology research also may exhibit Type I and Type II errors, as you discover in this Discussion.

  • Review Chapter 8 in your course text, Research Methods for the Behavioral Sciences. Pay particular attention to the difference between Type I and Type II errors.
  • Review the web article, “ Type I and Type II Errors—Making Mistakes in the Justice System.” Pay close attention to the descriptions and examples of Type I and Type II errors.
  • Using the Walden Library, select and review a research article that addresses a forensic psychology issue or takes place in a forensic setting, and that reports or discusses a Type I or Type II error.
  • Think about the possible consequences to the research study of making each type of error.
  • Consider whether the resulting consequences of making each type of error would be tolerable or not and why.

With these thoughts in mind:

Post a brief summary of the study you selected. Then, explain how and why the study reports the possibility of either a Type I or Type II error. Finally, explain the potential consequence to the research study of making either a Type I or a Type II error and which is more “ tolerable” and why.

 Please start your research now and read over carefully the instructions in detail.  I already got a F done by another tutor on this hw and the instructor is allowing a redo on my term paper counted as my final exam

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I need an A on this assignment.  I will provide Instructor main points that he want to see you write tomorrow.  Please start your research now and read over carefully the instructions in detail.  I already got a F done by another tutor on this hw and the instructor is allowing a redo on my term paper counted as my final exam.

Minimum of 6 pages – 7 pages max, APA format 12 point font Times New Roman Double space – not including the cover page and reference page. Do not number cover page, number 1 start on the first page of essay and 1″ margin on all four side.  Do not use right-justified (even-right hands) margin.  No plagiarism cannot quote or paraphrase from summarized articles or other sources.  Need to be your own words throughout, if the summary is better than the interpretation, than it is evidence you are copying.  This is counted 50 percent of my grade and is like a final exam.  Work must be provided with a no plagiarism report.  Please see the attached for full instructions.  Below is a brief summary of what you need to write on and you must follow the instructions listed below on how to right this research paper.  I need an A and I do not want to get an F.  The professor state you must follow his direct instructions,   THERE MAY OCCASIONALLY BE DIFFERENCES BETWEEN THE TEXT’S VERSIONS OF CONCEPTS AND THE VERSIONS THAT I PRESENT IN CLASS, IN 302notes.doc, OR IN DOCUMENTS LISTED IN 302schedule.doc. WHEREVER THERE IS A DIFFERENCE, THE VERSION THAT I PROVIDE IS THE ONE THAT YOU SHOULD PRESENT IN YOUR PAPER.

The paper is divided into two parts (you do not need to include the headings listed below).  

Part 1: Basic Concepts and Principles  The first part of the paper discusses the fundamentals of operant conditioning based on animal research. First Two Paragraphs on Page 1:  Begin with a definition of operant conditioning as an approach to analyzing behavior that focuses on the ways in which behavior is influenced by its consequences in the environment. You can illustrate the process of operant conditioning by using the prototypical experiment of a rat that presses a bar, receives food, and then presses the bar at a higher rate. NOTE: It would be useful to define reinforcement and punishment here in the first paragraph when you discuss the consequences of behavior. However, DO NOT start defining positive and negative reinforcement, and positive and negative punishment, in the first paragraph because these are technical distinctions that would distract from the basic point of the paragraph.   For contrast, in the next paragraph (not later in the paper), present a short paragraph (half page maximum) that discusses classical conditioning as a process in which learning occurs even though the learned behavior has no consequences in the environment. You can illustrate this process with the experiment in which the ringing of a bell is paired with food and a dog learns to salivate when the bell is rung even though the food is given regardless of the animal’s behavior. (You don’t have to use the terms US, UR, CS, CR.) Starting with the Third Paragraph and Continuing for 2 or 3 pages:  Define and give your own examples of the terms listed below (Part 1 is not a literature review). A common problem with students’ papers is that they leave out required terms or do not provide the requested information. It is suggested that you check off each of the following terms and related information as you complete it. Do not simply the list the terms. They should be conceptually related to each other with logical transitions between terms.      SEE CHECKLIST ON NEXT PAGE

Key Points on Terms … 1. Be sure to define a technical term before you use it to explain something else. 2. Do not use the term that you’re defining in the definition of that term.

Part 2: Human Operant Research  The second part of the paper summarizes two or more experiments (from different research articles, not from the same article) on human operant behavior that illustrate concepts from Part 1.  The articles you use must involve human participants in either a laboratory or applied setting. No credit will be given for a summary in which the subjects were animals. IN AT LEAST ONE OF YOUR ARTICLES, THE PARTICIPANTS MUST BE NORMAL ADULTS OR NORMAL TEENAGERS (i.e. not children, not psychotics, not mental patients, not autistic persons, and not mentally retarded persons).  The main purpose of the research must have been to study a process in operant conditioning (they can’t just use an operant concept to explain results from a study in a different field). Do not use an article that assesses ways of teaching operant conditioning.  The articles must be from a primary source in a printed journal (not a website or web page) describing the full original experiment and not from a secondary source, such as Psychological Bulletin, that presents summaries. Each of the experiments you summarize must come from a different research article. If a research article includes more than one experiment, you do not have to summarize all of the experiments in that article. One is enough if your summary of it is detailed and substantial. Each article must be summarized separately. Do not combine two  9 articles into a single summary that makes blanket statements about what the two studies had in common.  Begin each summary by stating what concept or concepts from Part 1 it illustrates. In at least 1 page per article (preferably more than 1 page), describe the rationale, procedure, and specific findings of the study. In other words, you should compare findings (e.g., response rates) in different conditions or groups and not just state a general conclusion that the researchers drew from their findings. The summary is in past tense.  For an article on shaping, describe in detail the successive approximations that were used to establish the target response.   Whatever topic you select, your description of the research must be thorough enough to demonstrate that you have carefully read and understood the research. Use your own words and avoid paraphrasing and jargon.   Before summarizing your first study, present a paragraph to relate Part 1 to Part 2. You should indicate which concepts from Part 1 will be illustrated. Also, point out the key role of instructions in human operant research. A significant way in which human operant research differs from research with nonhuman species is that with human participants instructions are usually included to speed up the conditioning process. Typically, instructions are used to describe the response that will be reinforced. After the response occurs, it produces reinforcement and then the frequency of the response is increased. Instructions may also be used to describe the reinforcers (or punishers) involved and the schedules under which they will be administered (e.g., the complex reinforcement systems used in token economies).  You can point out that even though the use of instructions may seem to make human operant research fundamentally different from animal research, the instructions themselves may be conceptualized in basic operant conditioning terms. Instructions can be a type of discriminative stimulus in that they precede the response and signal that if the response is performed it may be reinforced. In this sense, instructions are just a more complex form of the visual and auditory stimuli used as discriminative stimuli in animal research.  Referring to an article. When you introduce an article in Part 2, give the authors’ last names and the year of publication, like: “A study by Renee and Creer (1976) used shaping to …” Do not give the authors’ first names, their institutional affiliation, or the title of the article.  SUGGESTED READINGS  As a general suggestion, you could look through issues of the Journal of Applied Behavior Analysis. This journal specializes in the study of human operant behavior in socially significant settings. In addition to the paper copies available in the library, all issues (except those from the most recent 6 months) are available online for free in pdf format. Links to all of the issues and articles can be found in the following archive: In your summary of each article, highlight the ways in which the researcher used instructions to facilitate conditioning, for example, by describing the response that was required for reinforcement or by describing the possible outcomes of that response.  see attachment for articles to read and research.

Describe two forensic risk assessment instruments that may be used by the forensic professional when assessing the school shooter for competency to stand trial. Justify your selection of these instruments utilizing the CAST-MR and other resources. 

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The media seems to frequently portray cases of NGRI. However, while 30% of felony cases may raise insanity as a possible defense; this approach most often does not even make it to trial. Moreover, defendants who attempt insanity pleas will serve longer sentences than those convicted criminally, and they will serve these sentences in hospitals that closely resemble prisons.

In this week’s Assignment, you will explore forensic risk assessments that will first address whether the suspect in the School Shooter case has the mental capacity to stand trial. You will then use the Learning Resources to support your position as to whether the suspect could be legally determined to be insane.

To prepare

  • Review the “School Shooter” podcast.
  • Review the Learning Resources, paying particular attention to the Competence Assessment for standing trial for defendants with mental retardation (CAST-MR) by Simpson.

Assignment
In a 2- to 3-page paper:

  • Describe two forensic risk assessment instruments that may be used by the forensic professional when assessing the school shooter for competency to stand trial. Justify your selection of these instruments utilizing the CAST-MR and other resources.
  • Explain your position on whether you believe the defendant in the case study was legally insane at the time of the offense. Justify your position using the CAST- MR as well as any other resources.

RESCOURCES

Blumoff, T.Y. (2015). Rationality, insanity, and the insanity defense: Reflections on the limits of reason. Law & Psychology Review, 39, 161–204. Retrieved from http://www.law.ua.edu/lawpsychology/
Note: You will access this article from the Walden Library databases.

Borum, R., Cornell, D. G., Modzeleski, W., & Jimerson, S. R. (2010). What can be done about school shootings? A review of the evidence. Educational Researcher, 39(1), 27–37. doi:10.3102/0013189X09357620
Note: You will access this article from the Walden Library databases.

Lurigio, A. J. (2016). ‘It’s not my fault’: New conceptual frameworks for understanding the insanity defense. [Review of the book The matrix of insanity in modern criminal law, by G. Hallevy]. PsycCritiques, 61(16). doi:10.1037/a0040128
Note: You will access this article from the Walden Library databases.

National Association of School Psychologists, & National Association of School Resource Officers. (2014). Best practice considerations for schools in active shooter and other armed assailant drills. Retrieved from http://www.nasponline.org/Documents/Research and Policy/Advocacy Resources/BP_Armed_Assailant_Drills.pdf

Best practice considerations for schools in active shooter and other armed assailant drills, NASP, NASRO (2014). Reprinted by permission of NASP via the Copyright Clearance Center.

Roesch, R., Zapf, P. A., Golding, S. L., & Skeem, J. L. (2014). Defining and assessing competency to stand trial. Retrieved from https://www.justice.gov/sites/default/files/eoir/legacy/2014/08/15/Defining_and_Assessing_Competency_to_Stand_Trial.pdf

Roesch, R. et al. (2014). Defining and assessing competency to stand trial. Retrieved from: https://www.justice.gov/sites/default/files/eoir/legacy/2014/08/15/Defining_and_Assessing_Competency_to_Stand_Trial.pdf​

Simpson, P. (n.d.). Competence assessment for standing trial for defendants with mental retardation (CAST-MR). Retrieved September 12, 2016, from http://www.drpaulsimpson.com/wp-content/uploads/2014/06/Forensic-Tests.pdf

Required Media

Laureate Education (Producer). (2016b). School shooter podcast [Audio file]. Baltimore, MD: Author.

How might you communicate the needs of vulnerable populations to policy makers who may not share your views about the need for services?

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Discussion 1: Evidence-Based Interventions Used in National Traumatic Events

The DSM-5 task force added a section dedicated to trauma and stress. With an increased exposure to traumatic events, more individuals are exhibiting symptoms related to trauma exposure. Experiencing any of these events can result in an individual’s suffering from a trauma or stressor-related disorder.

For this Discussion, read the DSM-5 section on trauma and stressor-related disorders, in particular the articles on PTSD by Van der Kolk (2005) and Agaibi and Wilson (2005). Then search the literature for a study related to a national traumatic event and an evidence-based intervention used to treat those suffering from trauma and stressor-related issues associated with it.

· Post a brief description of the event, including a summary of how it affected the individuals involved. 

· What are some psychosocial issues that needed to be addressed following this event? Identify an intervention that was implemented to address one of the psychosocial issues. 

· Discuss the effectiveness of this intervention as stated in the article. What are some of the implications for social work in connection with traumatic events?

Support your post with specific references to the resources. Be sure to provide full APA citations for your references.

References (use 3 or more)

Agaibi, C. E., & Wilson, J. P. (2005). Trauma, PTSD, and resilience: A review of the literature. Trauma Violence Abuse, 6, 195–216.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

“Trauma-and Stressor-Related Disorders” (pp. 265–290)

Pietrzak, R., Goldstein, M., Malley, J., Johnson, D., & Southwick, S. (2009). Subsyndromal posttraumatic stress disorder is associated with health and psychosocial difficulties in veterans of operations Enduring Freedom and Iraqi Freedom. Depression and Anxiety [serial online], 26(8), 739–744.

Rosen, G. M., Spitzer, R. L., & McHugh, P. R. (2008). Problems with the post-traumatic stress disorder diagnosis and its future in DSM-V. The British Journal of Psychiatry, 192, 3–4.

Problems with the post-traumatic stress disorder diagnosis and its future in DSM-V by Rosen, G.M., Spitzer, R.L., & McHugh, P.R. in The British Journal of Psychiatry, 192/1. Copyright 2008 by the Royal Medico-Psychological Association. Reprinted by permission of the Royal College of Psychiatrists via the Copyright Clearance Center.

Van der Kolk, B. A. (2005). Developmental trauma disorder: Towards a rational diagnosis for chronically traumatized children. Retrieved from www. traumacenter.org

Van der Kolk, B.A. (2005). Developmental trauma disorder: Towards a rational diagnosis for children with complex trauma histories by Van der Kolk, B.A., in Psychiatric Annals, 35/5. Copyright 2005 by Slack Incorporated. Reprinted by permission of Slack Incorporated via the Copyright Clearance Center.

Small Group Discussion:
Presenting Policy Proposals

Policy practitioners should know that being forewarned is being forearmed. You should know how to diagnose an audience, develop a persuasive strategy, have a “tactics tool bag” for dealing with difficult or expert audiences, and know how to develop non-confrontational communication methods with audiences when necessary. In short, you need to know how to skillfully defend the creative policy proposal you are about to present and how to talk to policy makers who may not be interested in the issues you are presenting.

In this Small Group Discussion, you explore and analyze strategies and ideas for presenting policy proposals.

To Prepare: Think about strategies you can use to persuade others who might not share the same concerns about your issues or your policy proposals. Think about how you might defend your position on an issue or a policy and get them to agree with your perspective. Review Chapter 9 of your text, paying special attention to the section entitled “Combative Persuasion in Step 5 and Step 6” from pages 286-292.

Post your responses to the following question presented for your small group discussion:

· Policy advocates sometimes find themselves discussing the needs of vulnerable populations with less-than-sympathetic groups of policy makers. Vulnerable populations might include families living in poverty, individuals with histories in the criminal justice system, or groups who have recently immigrated. How might you communicate the needs of vulnerable populations to policy makers who may not share your views about the need for services?

Be sure to support your post with specific references to this week’s resources. If you are using additional articles, be sure to provide full APA-formatted citations for your references.

References (use 3 or more)

Jansson, B. S. (2018). Becoming an effective policy advocate: From policy practice to social justice (8th ed.). Pacific Grove, CA: Brooks/Cole Cengage Learning Series.

Chapter 9, “Presenting and Defending Policy Proposals in Step 5 and Step 6 of Policy Analysis” (pp. 284-326)

Jackson-Elmoore, C. (2005). Informing state policymakers: Opportunities for social workers. Social Work, 50(3), 251–261.

Wiki Part 4: Online Resources

Locating online resources for a client can be overwhelming. There is such an abundance of websites, blogs, wikis, and social networking sites that offers resources to many different populations. As a clinician, it is important for you to determine which resources are evidence-based, appropriate for the population, and easily accessible.

To prepare for your Wiki, read the Wiki Assignment Instructions document located in the resources. Then locate 5–7 online resources for those living with a mental disorder.

For this Assignment, write a 400-word wiki, being sure to use proper APA format for any citations.

Your wiki should focus on F40.00 Agoraphobia mental disorder. Include the following (in the form of URLs, physical locations, and contact information) in your entry:

· Agencies, organizations, and non-profits that offer information and resources to individuals living with F40.00 Agoraphobia

· Workshops, conferences, and suggested readings pertaining to F40.00 Agoraphobia

· Experts in the field and their locations

· Studies that offer more insight into interventions for F40.00 Agoraphobia

References (use 3 or more)