Describe the variables used in the analysis, along with the level of measurement (i.e., nominal, ordinal, interval, or ratio) for each variable.

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Instructions

For this assignment, you read the article written by Buzi, Smith, and Weinman (2014) located under your weekly resources. These authors used a chi-square analysis to analyze the data from their research study.

Now, write a summary of the research, including background information on the topic, the main hypotheses, methods, results, and the conclusions drawn by the researchers. In addition to this summary, be sure to address the following in your paper:

  • Describe the variables used in the analysis, along with the level of measurement (i.e., nominal, ordinal, interval, or ratio) for each variable.
  • Explain why the researchers used chi-square to analyze the data. In other words, how does the level at which each variable is measured determine which analysis is appropriate?  Please support your answer to this question using the course materials or other scholarly resources.
  • Did the authors use a diverse group of participants (e.g., various ages, races, etc.) in their research? You should describe some characteristics of the sample used in the research.

Length:2-4 pages

Your paper should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards.

How well do you think you would cope with discrimination from this person’s perspective?

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Discrimination: Reflection and Interview

Watch the Frontline program online.

Frontline: A Class Divided http://www.pbs.org/wgbh/pages/frontline/shows/divided/

A Class Divided explores the nature of prejudice. Third grade teacher Jane Elliott deliberately created a classroom situation to teach her students how it feels to be on the receiving end of discrimination. This is an encore presentation of the classic documentary on third-grade teacher Jane Elliott’s “blue eyes/brown eyes” exercise, originally conducted in the days following the assassination of Rev. Martin Luther King Jr. in 1968. This classic classroom experiment, conducted in the late 1960s in a small Midwestern town, demonstrates how quickly and easily schoolchildren can internalize prejudice and discriminate. Years later, these children discuss the valuable lessons they learned from this experiment. Elliott employs this same teaching strategy with a group of adults in the workplace, and discusses their reactions.

This assignment is designed to allow you to synthesize what you have been learning about the various dimensions of diversity and the necessity of treating everyone in an inclusive, sensitive and respectful manner.

Discrimination Paper Part I: Interpersonal Reflection

After viewing the video, consider the following questions and write your response. Your response should be 4-5 pages and should address each question thoroughly, reflecting an accurate representation of what you have learned in this course. Demonstrate scholarship by utilizing supporting resources to justify your ideas and responses:

  • What did you learn from the film? What scene or scenes do you think you’ll still remember a month from now and why those scenes?
  • Did any part of the film surprise you? Do you think someone with a disability, of a different sexual orientation, an older American or some of a different religion would also find it surprising? Why or why not?
  • Both Elliott and her former students talk about whether this exercise should be done with all children. What do you think? If the exercise could be harmful to children, as Elliott suggests, what do you think actual discrimination might do? Use an example, different from the example you used to describe labels, from what you have learned about people with disabilities, older people, sexual minorities, or people of differing religions.
  • How can negative and positive labels placed on a group become self-fulfilling prophecies? Use an example from what you have learned about people with disabilities, older people, sexual minorities, or people of differing religions.
  • Based on what you have learned in this course, discuss an example (either from the video or from your experiences) that illustrates each of the following statements:
    • Dimensions of diversity may be hidden or visible.
    • Dimensions of diversity are in a constant state of flux.
    • Dimensions of diversity are not always clear-cut or easily defined.

Discrimination Paper Part II: Personal Interview

For Part II of this assignment, you will have a conversation with someone who you feel may have faced discrimination. Examples include someone with a disability, an older American, someone who is a sexual minority, or someone who lives in a multicultural family. After choosing an individual to interview, explain to this individual what you have seen in the Class Divided program. Invite them to watch the program, or parts of the program, with you. After watching or discussing the program, pose the following questions to the individual. Be sure to explain the reason for your questions and why you have selected them to participate in the interview:

  • What, if any, discrimination do you experience?
  • How have you coped with this situation?
  • What do you think needs to change at the cultural level to reduce discrimination?

Following your refection (Part I listed above), add 2-3 pages to your paper which addresses the following:

  • A description of the individual you chose to interview and why. Explain how you went about approaching this individual for the interview.
  • What are your observations about the person’s view of discrimination and how it affects his/her daily life?
  • Did the interaction with the person change your view of discrimination? If so, explain how the interaction has affected you either positively or negatively. If it did not change your view of discrimination, explain why.
  • How well do you think you would cope with discrimination from this person’s perspective?
  • Finally, what is the best manner in which to advocate for those facing discrimination? What actions will you change based on what you have learned in this course and how will you serve as an advocate for those individuals who face discrimination?

Your final assignment, consisting of both Part I and II, should be approximately 6 -8 pages. Be sure to address each topic listed above and, as appropriate, cite the online course, the textbook, and other credible sources to substantiate the points you are making. For example, when discussing an example of how diversity may be hidden or invisible cite sources, which you have referenced to substantiate the points you are making.

Describe the concept of dialectical behavior therapy, being sure to include the six main points of this type of treatment.

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Prior to beginning work on this week’s journal, read the PSY650 Week Four Treatment Plan ,Preview the documentView in a new window Case 15: Borderline Personality Disorder in Gorenstein and Comer (2014), and Borderline Personality Disorder in Sneed et al., . (2012). Please also read the Rizvi, et al. (2013), “An Overview of Dialectical Behavior Therapy for Professional Psychologists,” Harned, et al.  (2013), “Treatment Preference Among Suicidal and Self-Injuring Women with Borderline Personality Disorder and PTSD,” Miller (2006), “Telehealth Issues in Consulting Psychology Practice,”  and Luxton, et al. (2011), “mHealth for Mental Health: Integrating Smartphone Technology in Behavioral Healthcare” articles.

Assess the evidence-based practices implemented in this case study. In your paper, include the following.

· Explain the connection between each theoretical orientation used by Dr. Bank’s and the interventions utilized in the case.

· Describe the concept of dialectical behavior therapy, being sure to include the six main points of this type of treatment.

· Explain Dr. Banks’s primary goal during the pre-treatment stage and how Dr. Banks related this to Karen in her initial therapy sessions.

· Describe the two formats that Dr. Banks told Karen would be part of her treatment program.

· Describe the focus of the second and third stages of treatment.

· Assume the role of a consulting clinical or counseling psychologist on this case, and recommend at least one technology-based e-therapy tool that would be useful. Explain liability issues related to delivering e-therapy consultation, supporting your response with information from the Miller (2006), “Telehealth Issues in Consulting Psychology Practice” article.

· Evaluate the effectiveness of the treatment interventions implemented by Dr. Banks supporting your statements with information from the case and two to three peer-reviewed articles from the Ashford University Library, in addition to those required for this week.

· Recommend three additional treatment interventions that would be appropriate in this case. Use information from the Sneed, Fertuck, Kanellopoulos, and Culang-Reinlieb (2012), “Borderline Personality Disorder” article to help support your recommendations. Justify your selections with information from the case.

The Case Analysis – Treatment Format

Must be 4 to 5 double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site..

Must use at least two peer-reviewed sources from the Ashford University Library in addition to the article required for this week.

Must document all sources in APA style as outlined in the Ashford Writing Center.

PSY650 Week Four Treatment Plan

Behaviorally Defined Symptoms: Karen displays extreme emotional reactions at the hint of perceived abandonment in a relationship. There is a history of unstable and intense interpersonal relationships, impulsive behaviors, and recurrent suicidal gestures.

Diagnostic Impression: Borderline Personality Disorder

Long-Term Goal: Terminate self-harming behaviors (substance abuse, cutting, and suicidal behaviors).

Short-Term Goal: Reduce the frequency of maladaptive behaviors, thoughts, and feelings.

Intervention 1: Dr. Banks will outline the process of Dialectical Behavioral Therapy.

Intervention 2: Karen will commit to attending group behavioral skills training and individual psychotherapy.

Intervention 3: Karen will participate in imaginal exposure to trauma, until the memories no longer cause marked distressed.

For additional information regarding Karen’s case history and the outcome of the treatment interventions, please see Dr. Bank’s session notes under Case 15 in Gorenstein and Comer’s (2015), Case Studies in Abnormal Psychology

References: (Should be utilized)

Gorenstein, E. E., & Comer, R. J. (2015). Case studies in abnormal psychology (2nd ed.). New York, NY: Worth Publishers.

· Case 15: Borderline Personality Disorder

Sneed, J. R., Fertuck, E. A., Kanellopoulos, D., & Culang-Reinlieb, M. E. (2012). Borderline personality disorder. In P. Sturmey & M. Hersen (Series Eds.), Handbook of evidence-based practice in clinical psychology: Vol. 2. Adult disorders. (pp. 507-529) [E-book]. Hoboken, N.J.: John Wiley & Sons.

Rizvi, S. L., Steffel, L. M., & Carson-Wong, A. (2013). An overview of dialectical behavior therapy for professional psychologists. Professional Psychology: Research and Practice, 44(2), 73-80. doi:10.1037/a0029808

Harned, M. S., Tkachuck, M. A., & Youngberg, K. A. (2013). Treatment preference among suicidal and self-injuring women with borderline personality disorder and PTSD. Journal of Clinical Psychology, 69(7), 749-761. doi:10.1002/jclp.21943

Luxton, D. D., McCann, R. A., Bush, N. E., Mishkind, M. C., & Reger, G. M. (2011). mHealth for mental health: Integrating smartphone technology in behavioral healthcare. Professional Psychology: Research and Practice, 42(6), 505-512. doi:10.1037/a0024485

Miller, T. W. (2006). Telehealth issues in consulting psychology practice. Consulting Psychology Journal: Practice and Research, 58(2), 82-90. doi:10.1037/1065-9293.58.2.82

Identify the study sample in the chosen research. Identify the methodology used in the chosen research. 

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RESEARCH MATRIX

Overview

This week, you were introduced to literature mapping as part of the preparation for a literature review. As you collect articles, the Critical Appraisal Skills Programme (CASP) Tool [PDF] can be used to evaluate their scientific merit.

This assignment consists of a research matrix. This matrix includes research concepts that can be found and connected to preselected published scholarly research. Five research articles related to the topic of first-generation college students and resilience at a four-year university have been chosen for you. Some of the content areas have been filled in; you will need to complete the rest.

Assignment Instructions

Fill out this provided Research Matrix [DOCX] with research concepts that can be found and connected to these five articles related to the topic of first-generation college students and resilience at a four-year university. The first article has been completed for you as an example.

  1. Garriott, P. O., Hudyma, A., Keene, C., & Santiago, D. (2015). Social cognitive predictors of first and non-first-generation college students’ academic and life satisfaction. Journal of Counseling Psychology, 62(2), 253–263.
  2. Johnson, S. R., & Stage, F. K. (2018). Academic engagement and student success: Do high-impact practices mean higher graduation rates? Journal of Higher Education, 89(5), 753-781.
  3. Olive, T. (2014). Desire for higher education in first-generation Hispanic college students enrolled in a graduate counseling program. Journal of Phenomenological Psychology, 45(1), 72–91.
  4. Schelbe, L., Swanbrow Becker, M., Spinelli, C., & McCray, D. (2019). First generation college students perceptions of an academic retention program. Journal of the Scholarship of Teaching and Learning, 19(5), 61–76.
  5. Smith, K. J., Emerson, D. J., Haight, T. D., Mauldin, S., & Wood, B. G. (2019). An examination of the psychometric properties of the Connor-Davidson resilience scale – 10 (CD-RISC10) among accounting and business students. Journal of Accounting Education, 47, 48–62.

Additional Requirements

Refer to the assignment scoring guide to make sure you meet the requirements of this assessment.

Competencies Measured

By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and assignment criteria:

  • Competency 1: Analyze the methodology used in scientific research.
    • Identify the study sample in the chosen research.
    • Identify the methodology used in the chosen research.
  • Competency 2: Evaluate the characteristics, purposes, benefits, strengths, and weaknesses of research methods.
    • Identify the main themes in the chosen research.
    • Identify the research question or questions in the chosen research.
    • Describe the theoretical framework of the chosen research study.
    • Describe the findings in the chosen research.
  • Competency 3: Evaluate ethical issues in research studies.
    • Describe the ethical considerations in the chosen research.
  • Competency 6: Communicate in a manner that is scholarly, professional, and consistent with the expectations for members in the identified field of study.
    • Communicate in a manner that is scholarly, professional, and consistent with the expectations for members of an identified field of study, using APA style and formatting.