Compare (similarities and differences) the two studies in terms of the designs, the methods of data collection and analysis, the nature of the interpretation, and conclusions drawn.

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Research studies in forensic psychology that utilize quantitative research designs are more common than those using the qualitative approach. As previously pointed out, qualitative designs have only recently been accepted in forensic psychology research. However, many forensic psychologists and forensic psychology professionals are realizing that much can be learned in many areas of study by using qualitative research designs instead of quantitative. Furthermore, the differences between quantitative and qualitative designs are not as distinct as you might imagine.

To prepare for this assignment:

  • Review the article, “From Single Case to Database: A New Method for Enhancing Psychotherapy Practice.” Pay particular attention to how both quantitative and qualitative research designs are used to evaluate individual case studies.
  • Using the Walden Library, choose and review a research study in the area of forensic psychology that uses a quantitative design and another that uses a qualitative design. If possible, try to find articles that focus on similar or related topics or research questions in forensic psychology.
  • Consider the similarities and differences between the two studies in terms of the designs of the studies, the data collection and analysis methods, and the nature of the interpretation of results and conclusions drawn.

The assignment (2–3 pages):

  • Briefly describe the quantitative study you selected.
  • Briefly describe the qualitative study you selected.
  • Compare (similarities and differences) the two studies in terms of the designs, the methods of data collection and analysis, the nature of the interpretation, and conclusions drawn.
  • Explain an insight you had or conclusion you now might draw as a result of/based on your comparison.

Learning Resources

Readings

Should children between 3 and 5 years of age be spoken to about  death or should it be an unmentionable subject? How should death be  addressed?

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  • Chapter 17 Class Participation
    Respond to the following. This assignment is worth 5 points. Make  sure that you use complete sentences, college-level grammar and that you  have completely thought about your response.
  1. Type the statement’s below and select T for true or F for false after the statements about centenarians.
    • “The older you get, the sicker you get.” T/F
    • Centenarians are able to cope effectively with stress. T/F
    • Approximately 72 genes differentiate centenarians from non-centenarian. T/F
    • Most centenarians eventually develop Alzheimer disease. T/F
    • Some centenarians are obese and smoke as a habit. T/F
    • Japanese centenarians are more likely to talk about children and family than American centenarians. T/F
    • The personality trait of conscientiousness is related to stress and shorter life expectancy. T/F
  2. What is a telomere and how does it relate to the cellular clock theory of aging?
  3. List three findings from the Nun Study.Chapter 18
  4. As you study, you are improving your cognitive ___________________ (mechanics, pragmatics.)
  5. What neurobiological changes are responsible for the reduction in executive function in late adulthood?
  6. When did the concept of retirement first develop?  What is the average age of retirement for men and women?
  7. What are some of the characteristics of the brains of Alzheimer’s patients?
  1. Why do individuals in late adulthood focus more on emotional satisfaction than on the pursuit of knowledge?
  2. Jake is 80 years of age and is experiencing ageism? What might be happening to Jake? Be original.
  3. Would you recommend that a person in late adulthood use a  computer? What advantages have been revealed by research? Give at least  four examples.
  1. Compare the definitions of death in the 20th century and the 21st century.
  2. Nancy has been informed that she has less than a year to live. She  seeks a second and third opinion and then flies to South America to  receive an exotic treatment. Which stage of Elizabeth Kubler-Ross’ stage  model is Nancy evidencing?
  3. Should children between 3 and 5 years of age be spoken to about  death or should it be an unmentionable subject? How should death be  addressed?
  4. What is hospice and how does it differ from other medical approaches? What is palliative care?

Develop an evaluation plan to ensure your program evaluations are carried out efficiently in the future. Note that bankers or funders may want or benefit from a copy of this plan.

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As a human services administrator, you need to determine which program evaluations are most useful. Much depends on the type of organization and the nature of the services being evaluated. Perhaps you need to know if a program is working efficiently or reaching its intended target community. You might consider using a program evaluation to plan for the future of an organization.

Not all program evaluations are equal. Some identify problems in the organization that require attention, while others may fail to provide useful information. It is important to note strengths and limitations of program evaluations so that you might select the evaluations that are most useful.

For this Assignment, select one of the program evaluations samples from the list provided in this week’s Resources and consider its strengths and limitations. You will create a short presentation (7–10 slides) on the strengths and weaknesses. As a Walden student, you have a Google email account (Gmail) and access to Google tools. You can find the tools when you log into your account. For this presentation, you can use Google Slides or PowerPoint. If you are new to Google Slides, you can find resources in this week’s Learning Resources to get you started.

In a 7- to 10-slide presentation, you should provide:

  • A description of the program evaluation you selected.
  • A chart with two sides: strengths and limitations, using the subtitles integrity, reliability, validity
  • An analysis of the strengths and limitations that aligns with your chart, including why you identified them
  • A reference page in APA format with 3–5 resources you used to develop your presentation, including at least two from this week’s resources

Support your Assignment with specific references to all resources used in its preparation. You are asked to provide a reference list for all resources, including those in the Learning Resources for this course. You should include in your references at least two resources included in this week’s resources and at least one outside scholarly resource.

Program eval resources

© 2016 Laureate Education, Inc. Page 1 of 1 Week 3: Program Evaluation Samples Note: You are not expected to read the entire program evaluation you select. Instead, review the summary or conclusions area to gather the information you need for the assignment. • Magill, K., Hallberg, K., Hinojosa, T., & Reeves, C. (2010). Evaluation of the implementation of the rural and low-income school program: Final report. Office of Planning, Evaluation and Policy Development, U.S. Department of Education. Retrieved from the Walden Library using the ERIC database. • Kingsbury, N. (2011). Program evaluation: Experienced agencies follow a similar model for prioritizing research. Report to the subcommittee on oversight of government management, the federal workforce, and the District of Columbia, committee on homeland security and governmental affairs, U.S. Senate. GAO11-176. U.S. Government Accountability Office. Retrieved from the Walden Library using the ERIC database. • Sanders, J. R., & Nafziger, D. N. (2011). A basis for determining the adequacy of evaluation designs. Journal of Multidisciplinary Evaluation, 7(15), 44–78. Retrieved from the Walden Library using the Directory of Open Access Journals database. • Pereira, N., Peters, S. J., & Gentry, M. (2010). My class activities instrument as used in Saturday enrichment program evaluation. Journal of Advanced Academics, 21(4), 568–593. Retrieved from the Walden Library using the Academic Search Complete database. • Piper, B., & Korda, M. (2011). EGRA plus: Liberia. Program evaluation report. RTI International. Retrieved from the Walden Library using the ERIC database.  • Gaubert, J. M., Knox, V., Alderson, D. P., Dalton, C., Fletcher, K., & McCormick, M. (2010). The supporting healthy marriage evaluation: Early lessons from the implementation of a relationship and marriage skills program for low-income married couples. MDRC. Retrieved from the Walden Library using the ERIC database. • Curry, S. J., Mermelstein, R. J., Sporer, A. K., Emery, S. L., Berbaum, M. L., Campbell, R. T., & … Warnecke, R. B. (2010). A national evaluation of community-based youth cessation programs: Design and implementation. Evaluation Review, 34(6), 487–512. Retrieved from the Walden Library using the Sage Premier 2010 database.

Resources:

Contents of an Evaluation Plan

Develop an evaluation plan to ensure your program evaluations are carried out efficiently in the future. Note that bankers or funders may want or benefit from a copy of this plan.

Ensure your evaluation plan is documented so you can regularly and efficiently carry out your evaluation activities. Record enough information in the plan so that someone outside of the organization can understand what you’re evaluating and how. Consider the following format for your report:
1. Title Page (name of the organization that is being, or has a product/service/program that is being, evaluated; date)
2. Table of Contents
3. Executive Summary (one-page, concise overview of findings and recommendations)
4. Purpose of the Report (what type of evaluation(s) was conducted, what decisions are being aided by the findings of the evaluation, who is making the decision, etc.)
5. Background About Organization and Product/Service/Program that is being evaluated
a) Organization Description/History
b) Product/Service/Program Description (that is being evaluated)
i) Problem Statement (in the case of nonprofits, description of the community need that is being met by the product/service/program)
ii) Overall Goal(s) of Product/Service/Program
iii) Outcomes (or client/customer impacts) and Performance Measures (that can be measured as indicators toward the outcomes)
iv) Activities/Technologies of the Product/Service/Program (general description of how the product/service/program is developed and delivered)
v) Staffing (description of the number of personnel and roles in the organization that are relevant to developing and delivering the product/service/program)
6) Overall Evaluation Goals (eg, what questions are being answered by the evaluation)
7) Methodology
a) Types of data/information that were collected
b) How data/information were collected (what instruments were used, etc.)
c) How data/information were analyzed
d) Limitations of the evaluation (eg, cautions about findings/conclusions and how to use the findings/conclusions, etc.)
8) Interpretations and Conclusions (from analysis of the data/information)
9) Recommendations (regarding the decisions that must be made about the product/service/program)
Appendices: content of the appendices depends on the goals of the evaluation report, eg.:
a) Instruments used to collect data/information
b) Data, eg, in tabular format, etc.
c) Testimonials, comments made by users of the product/service/program
d) Case studies of users of the product/service/program
e) Any related literature

Pitfalls to Avoid

1. Don’t balk at evaluation because it seems far too “scientific.” It’s not. Usually the first 20% of effort will generate the first 80% of the plan, and this is far better than nothing.
2. There is no “perfect” evaluation design. Don’t worry about the plan being perfect. It’s far more important to do something, than to wait until every last detail has been tested.
3. Work hard to include some interviews in your evaluation methods. Questionnaires don’t capture “the story,” and the story is usually the most powerful depiction of the benefits of your services.
4. Don’t interview just the successes. You’ll learn a great deal about the program by understanding its failures, dropouts, etc.
5. Don’t throw away evaluation results once a report has been generated. Results don’t take up much room, and they can provide precious information later when trying to understand changes in the program.

How might they each approach the treatment of Anna? What might be those specific interventions? How might Anna experience these interventions considering her history?

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One of the very first cases that caught Freud’s attention when he was starting to develop his psychoanalytic theory was that of Anna O, a patient of fellow psychiatrist Josef Breuer. Although Freud did not directly treat her, he did thoroughly analyze her case as he was fascinated by the fact that her hysteria was “cured” by Breuer. It is her case that he believes was the beginning of the psychoanalytic approach.

Through your analysis of this case, you will not only look deeper into Freud’s psychoanalytic theory but also see how Jung’s neo-psychoanalytic theory compares and contrasts with Freud’s theory.

Review the following:

The Case of Anna O.

One of the first cases that inspired Freud in the development of what would eventually become the Psychoanalytic Theory was the case of Anna O. Anna O. was actually a patient of one of Freud’s colleagues Josef Breuer. Using Breuer’s case notes, Freud was able to analyze the key facts of Anna O’s case.

Anna O. first developed her symptoms while she was taking care of her very ill father with whom she was extremely close. Some of her initial symptoms were loss of appetite to the extent of not eating, weakness, anemia, and development a severe nervous cough. Eventually she developed a severe optic headache and lost the ability to move her head, which then progressed into paralysis of both arms. Her symptoms were not solely physical as she would vacillate between a normal, mental state and a manic-type state in which she would become extremely agitated. There was even a notation of a time for which she hallucinated that the ribbons in her hair were snakes.

Toward the end of her father’s life she stopped speaking her native language of German and instead only spoke in English. A little over a year after she began taking care of her father he passed away. After his passing her symptoms grew to affect her vision, a loss of ability to focus her attention, more extreme hallucinations, and a number of suicidal attempts (Hurst, 1982).

Both Freud and Jung would acknowledge that unconscious processes are at work in this woman’s problems. However, they would come to different conclusions about the origin of these problems and the method by which she should be treated.

Research Freud’s and Jung’s theories of personality using your textbook, the Internet, and the Argosy University online library resources. Based on your research, respond to the following:

  • Compare and contrast Freud’s view of the unconscious with Jung’s view and apply this case example in your explanations.
  • On what specific points would they agree and disagree regarding the purpose and manifestation of the unconscious in the case of Anna?
  • How might they each approach the treatment of Anna? What might be those specific interventions? How might Anna experience these interventions considering her history?

Write a 2–3-page paper in Word format. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M2_A3.doc.

Hurst, L. C. (1982). What was wrong with Anna O? Journal of the Royal Society of Medicine,75(2), 129–131.

By Wednesday, September 21, 2016, deliver your assignment to the M2: Assignment 2 Dropbox.

Assignment 2 Grading Criteria
Maximum Points
Compared and contrasted Freud’s view of the unconscious with Jung’s view and applied Anna’s example in explanations.
32
Identified points of agreement and disagreement between the two theorists regarding the purpose and manifestation of the unconscious with examples from the case study.
28
Analyzed how Freud and Jung would approach Anna’s treatment with specific interventions and discussed how these would affect Anna.
20
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation.
20
Total:
100