How do you think ethical standards have changed (if at all) since the Principal Investigator of your chosen study filled out his/her own IRB Application?

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For this exercise, you will choose one of the psychological experiments listed at the bottom of these instructions.  These are experiments that have already been conducted and published.  Several are “classic” experiments in social psychology of which you should already be aware.  You will read the published article carefully and then you will take the knowledge gleaned from the article to complete the IRB application AS IF you were the Principal Investigator applying for approval to conduct the study.

For some of the questions included on the application, you may need to “stretch” your knowledge a bit.  For example, the published article may say that college students were given extra credit for participation, but may not go into a lot of detail regarding the process used to recruit those students.  In such a situation, you may need to use your imagination to fill in some blanks.

In addition, please remember that the goal here is to put yourself in the principal investigator’s shoes at the time that he/she conducted the experiment.  If the experiment was conducted in the 1970s, for example, remember that the standards for human experimentation were different back then.  Answer the questions as the investigator WOULD have answered them (based upon what you read about the experiment), not as they SHOULD have answered them based upon today’s ethical standards.

All assignments will be submitted through APUS’ plagiarism checker, turnitin.com, so be sure to cite your references in APA formatting as appropriate.

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Please choose ONE of the following experiments to read:

1.  The Milgram Obedience Study:  Found on pp. 27-40 in Readings About The Social Animal, 11th Edition.

2.  The Stanford Prison Experiment:  Original article available at the following: http://www.zimbardo.com/downloads/1973%20A%20Study%20of%20Prisoners%20and%20Guards,%20Naval%20Research%20Reviews.pdf

3.  Deindividuation and Anger-Mediated Interracial Aggression:  Unmasking Regressive Racism:  Found on pp. 341-356 in Readings About The Social Animal, 11th Edition.

4.  Arbitrary Social Norms Influence Sex Differences in Romantic Selectivity:  Found on pp. 568-579 in Readings About The Social Animal, 11th Edition.

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Assignment Instructions (Please complete both #1 and #2 below)

1.         After carefully reading your article, please complete the attached document.  You will complete the second half of the Mock IRB Application in Part 2 of this assignment in a later week in the semester.  The attached document is editable, so please place your responses directly into the document.  Be sure to save the document on your hard drive and then upload it into the slot for the assignment.

2.         After completing the Mock IRB Assignment-Part 1, please answer the following questions in a 3-page Word Document (.docx format) and upload as an attachment to the slot for the assignment.

a.         What was the most challenging section of the Mock IRB Application-Part 1 to complete?  Why was it challenging?

b.         Were there any sections of the Mock IRB Application-Part 1 that you felt the authors of your article did not adequately address (either in terms of not doing it or not addressing it in their write-up of their Method/Procedure)?

c.          If you were actually the Principal Investigator of this study, what might you do differently in order to adequately address all the questions asked on Part 1 of this Mock IRB Application?

d.         How do you think ethical standards have changed (if at all) since the Principal Investigator of your chosen study filled out his/her own IRB Application?

Choose a social welfare problem that you believe is in need of change and write a letter to an elected local, state, or federal official regarding the issue you have chosen.

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In social work, advocacy is very important to promote social change. Letters are often used as an effective tool to bring attention to social justice issues. This assignment requires you to choose a social justice issue that is important to you, gather current research and data on the subject matter, and write a one page professional and formal letter to your elected local, state, or national representative responsible for your social justice matter you have identified.

Social Justice issue on (Veteran Homeless).

Choose a social welfare problem that you believe is in need of change and write a letter to an elected local, state, or federal official regarding the issue you have chosen. You are not required to send the letter; however, it must be written in a professional, well organized, clear, and concise format.Writing letters to public officials is a form of political advocacy for clients and social workers.

For this Assignment, you will write an advocacy letter to public official about a problem and a policy. In addition, you will write a 1-2 page explanation of your letter. Your explanation will provide the rationale behind your chosen issue and the approach you took with the specific representative.

In the same document, submit both Part I and II of the assignment (2-4 pages):

Part I: Letter to Representative Your letter should include:A description of the social welfare issueAn explanation of how you want the legislator to respond to the issue (vote, create legislation, hold public hearings, etc.) and why.Support of your viewpoints with credible facts and research.
Part II: Explanation (1-2 pages, double-space, APA format)For this part of the assignment, provide an explanation of:Why you selected the issueHow the issue affects social workThe reason you chose the specific representativeThe approach you took with the representative (consider the representative’s voting history, political affiliation, and any other factors you considered)

Where can you make the most money? What percentages of people in that job title have the salary you are looking for?

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Imagine you have finished your degree and are seeking your next vocational opportunity. You search various websites that provide you information on mean and median salaries along with standard deviations for job titles you are interested in across different geographic locations. But what do these statistics really tell you? What is your possible earning potential within this job title? How do salaries vary across different locations? Where can you make the most money? What percentages of people in that job title have the salary you are looking for? Descriptive statistics provide you with the answers to these basic questions.

You are exposed to descriptive statistics every day and in many different ways. As Wheelan (2013) suggested, “descriptive statistics give us insight into phenomena that we care about” (p. 31). As you consider descriptive statistics in your daily life, also think about how understanding these data can propel you to the next level of developing your knowledge and skill set in quantitative analysis.

In this week, you will examine descriptive statistics to measure central tendency and variability. You also will explore the results of the data to determine implications for social change.

Learning Objectives

Students will:

  • Analyze measures of central tendency
  • Analyze measures of variability
  • Analyze implications for positive social change
  • Analyze descriptive statistics of categorical data

Frankfort-Nachmias, C., & Leon-Guerrero, A. (2018). Social statistics for a diverse society (8th ed.). Thousand Oaks, CA: Sage Publications.

· Chapter 3, “Measures of Central Tendency” (pp. 63-93)

· Chapter 4, “Measures of Variability” (pp. 94-127)

Wagner, W. E. (2016). Using IBM® SPSS® statistics for research methods and social science statistics (6th ed.). Thousand Oaks, CA: Sage Publications.

· Chapter 4, “Organization and Presentation of Information”

· Chapter 11, “Editing Output”

Wheelan, C. (2013). Naked statistics: Stripping the dread from data. New York, NY: W. W. Norton & Company.

For this Discussion, you will examine central tendency and variability based on two separate variables. You will also explore the implications for positive social change based on the results of the data.

To prepare for this Discussion:

  • Review      this week’s Learning Resources and the Descriptive      Statistics media program.
  • For      additional support, review the Skill      Builder: Visual Displays for Categorical Variables and the Skill Builder: Visual Displays for Continuous      Variables, which you can find by navigating back to your      Blackboard Course Home Page. From there, locate the Skill Builder link in      the left navigation pane.
  • Review the      Chapter 4 of the Wagner text and the examples in the SPSS software related      to central tendency and variability.
  • From the      General Social Survey dataset found in this week’s Learning Resources, use      the SPSS software and choose one continuous and one categorical variable Note: this dataset will be      different from your Assignment dataset).
  • As you      review, consider the implications for positive social change based on the      results of your data.

By Day 3

Post, present, and report a descriptive analysis for your variables, specifically noting the following:

For your continuous variable:

  1. Report the      mean, median, and mode.
  2. What might      be the better measure for central tendency? (i.e., mean, median, or mode)      and why?
  3. Report the      standard deviation.
  4. How      variable are the data?
  5. How would      you describe this data?
  6. What sort      of research question would this variable help answer that might inform      social change?

Post the following information for your categorical variable:

  1. A      frequency distribution.
  2. An      appropriate measure of variation.
  3. How      variable are the data?
  4. How would      you describe this data?
  5. What sort      of research question would this variable help answer that might inform      social change?

Be sure to support your Main Post and Response Post with reference to the week’s Learning Resources and other scholarly evidence in APA Style.

When evaluating a proposed single-case design research study, you notice the baseline measurement is taken once. What concern might you have about this design?

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Question 1

The nonequivalent group design is similar to the ________ design except random assignment is not used to form the groups.

ex post facto

quasi-experimental

pretest-posttest control-group

Solomon four-group

Question 5

The simplest single-case design that allows us to show a cause-and-effect relationship is the

A-B-A design

A-B-A-B design

A-B design

A-B-B-A design

Question 7

A single-case experimental design is similar to a(n)

correlated-groups design.

case-study approach.

independent-groups design.

replication study.

Question 8

A measurement that is made under normal conditions, i.e., when no IV is present, is called a ________ measurement.

control

baseline

single-case

groundline

Question 10

Which of the following is an example of a testing threat to internal validity?

The measurement of caloric intake includes multiple assessment measures.

By asking participants to record their daily caloric intake, they reduce calorie consumption regardless of group assignment.

The treatment condition significantly reduces caloric intake compared to the control condition.

When investigating caloric intake, a measure of physical flexibility is used.

Question 13

A student proposes to randomly assign residents of a fraternity house to either receive a brief intervention to reduce risky alcohol use or to not have an intervention. The findings indicated similar changes in both groups. The student should be concerned with

diffusion of treatment.

history.

statistical regression.

random selection.

Question 15

You are ready to begin collecting data for an experiment. You planned to randomly assign students from your university to one of two groups and then administer an IV to one of the groups. However, your research partner, without your knowledge, simply placed all students from one class into the experimental group, and all students from another class into the control group. Your advisor tells you it will now be hard to make cause-and-effect conclusions. Why?

Only one group received the IV.

The students were not asked which group they wanted to be in.

The students were not randomly assigned to the two groups.

The students should have provided informed consent first.

Question 16

If a research study is confounded, then the ________ of the experiment ________.

external validity; decreases

internal validity; decreases

external validity; increases

internal validity; increases

Question 17

A new parent is transitioning her baby from milk to food. In order to assess possible allergic reactions, she first introduces green beans for one week, then introduces peas for one week, then introduces sweet potatoes, and so forth with each vegetable. This is an example of

repeated measures.

changing one variable at a time.

baseline measurements.

extraneous variables.

Question 18

In clinical research using a single-case design, an experimenter finds statistically significant differences. For example, an alcohol-dependent patient who received the intervention drank 0.5 fewer drinks per day than at baseline. This example would argue

against replication studies.

against statistical analyses.

for generalization of results.

for statistical analyses.

Question 19

During the course of a very large study spanning several years, the same research assistant conducts all measurements of the dependent variable. During his first year, he used a structured assessment, but as he became more familiar with the study, he no longer used the structured measure. The investigator of this project should be concerned with

maturation.

history.

instrumentation.

testing.

Question 20

Monique is planning to run a single-case study on a roommate. She plans to manipulate both her roommate’s exercise and eating habits for one week to see how they affect mood. How could Monique best improve this design?

get informed consent from the roommate

add a third variable to improve external validity

use a standardized measurement for mood

only manipulate one variable at a time

Question 21

Which of the four designs gives us the best opportunity to support a cause-and-effect conclusion?

A-B-A design

A-B design

A-B-A-B design

A-B-B-A design

Question 23

The standard notation for describing single-case designs uses a(n) ________ to refer to the baseline measurement, and a(n) ________ to refer to the outcome measurement.

A; B

B; O

A; O

B; A

Question 24

The diagram below best describes which type of research design?

R O 1 O 2
R O 3 X O 4
R O 5
R X O 6

pretest-posttest control group design

posttest only design

posttest-only control group design

Solomon four-group design

Question 25

During an experiment involving college students randomized to two groups, a severe snowstorm occurs and the campus is closed for several days, preventing participants from accessing the psychology laboratory. The storm is an example of which threat to interaction with selection?

Random

Maturation

History

Testing

Question 26

To incorporate repeated measures in a single-case design, it is important that the behavior is

valid.

varied.

subjective.

reliable.

Question 27

How many baseline measurements are recorded in an A-B-A-B single-case design?

4

2

1

3

Question 28

When evaluating a proposed single-case design research study, you notice the baseline measurement is taken once. What concern might you have about this design?

Increased ability to find a stable measurement

Decreased ability to change one variable at a time

Increased ability to observe trends

Decreased ability to observe trends

Question 29

Dr. Smith works in a medical hospital providing treatment to patients admitted to the inpatient psychiatric unit. She provides therapy to a patient with a very unique presentation of symptoms and treatment response. She publishes her paper in a peer-reviewed journal. This paper is an example of a(n)

case-study.

baseline measurement.

experimental analysis of behavior.

single-case experimental design