Research Critical Analysis Of A Journal Article

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To Prepare

  • Review the media programs and blog found in the Learning Resources which will introduce you to the critical elements of a scholarly article, how to identify them, and how to read scholarly articles.
  • Review the Haas and Ray (2020) article found in the Learning Resources. You will use this article to complete this Assignment.
  • Review the Scholarly Article Content Analysis Worksheet Preparation Guide, the Scholarly Article Content Analysis Worksheet including the brief case conceptualization found in the Learning Resources and consider the “client” for any counseling implications. Note: you will use this Worksheet to complete this Assignment.

Assignment

  • Complete the Scholarly Article Content Analysis Worksheet for the Hass & Ray (2020) article.
  • Analyze the contents of the article and apply the findings to the case conceptualization included in the worksheet.
  • Critically analyze the article and identify all components:
    • Is the article scholarly?
    • What is the problem/purpose?
    • What is(are) the research question(s)?
    • Who are the participants?
    • What are the ethical/cultural considerations?
    • What data /information was collected from participants?
    • How did the researchers describe the results/answer to the research question?
    • How does this research apply to the case study?

Be sure to support your Assignment by citing all resources including those in the Learning Resources. Use proper APA format and citations.

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COUN 6626: Research Methodology and Program Evaluation

Week 4 Scholarly Article Content Analysis

Case Conceptualization:

Orion is a 4-year-old African American child. He comes into counseling referred by his primary pediatrician. Orion has been diagnosed with an autism spectrum disorder. He has difficulty with communication, has deficits in empathizing with others’ intentions, and struggles with single-mindedness. Orion’s parents and preschool teacher have noticed a pervasive pattern of emotional dysregulation which includes frequent episodes of hysterical crying. Orion’s parents are concerned that he is not going to be promoted to kindergarten next year if he does not improve his ability to relate positively with others and improve his ability to regulate his emotions.

 
Article:

Haas, S. C., & Ray, D. C. (2020, July 6). Child-Centered Play Therapy With Children Affected by

Adverse Childhood Experiences: A Single-Case Design. International Journal of Play Therapy.

Advance online publication. http://dx.doi.org/10.1037/pla0000135

 
1. Is the article above a peer-reviewed, scholarly source?

 

Tip: Peer review is part of the editorial process an article goes through before it is published in a peer-reviewed journal. Once an article is submitted to a peer-reviewed journal, the journal editors send that article to “peers” or scholars in the field to evaluate the article. To determine if a journal is peer reviewed (also sometimes called refereed journals), try one or both of these steps:

· Look up the journal in the UlrichsWeb.com (available on the A-Z Database List) and determine whether it is identified as peer reviewed. Ulrich’s is a directory. It is a searchable list of periodicals (magazines, journals, newspapers, etc.). It provides information about each periodical such as publisher, scope, and whether the journal uses peer review. 

· Examine the journal’s website and review the submission and editorial process for evidence of peer review.

 
2. What is the (a) problem the researchers were investigating/purpose of the research and (b) research question the researchers were trying to answer? This is a 2 part question.

Tip: All studies have a research question that drives the investigation (what the researchers are trying to learn). Sometimes this is formally stated while other times the reader must discover this information which can usually be found in the Abstract or the Introduction section. Usually there is a section that is named “Purpose of the study”. The Results section or the Discussion section will provide the answer(s) to the research question. Research studies can use either quantitative, qualitative or mixed methods to investigate the question. Sometimes researchers are investigating more than one intervention and so research questions may include multiple parts. Be sure to review all parts of the inquiry or use multiple questions to explain.

 
3. Describe the sample/participants in the study. Be sure to include how many participants were included in the study.

 

Tip: Participants are also known as the sample. Quantitative studies generally have larger samples sizes than qualitative studies. Case studies may have one main “case” which may include a single person, a family, a group, or community. You want to describe who (e.g., demographics) and how many persons participated in the study.
4. Did the researchers secure permission to conduct the study and/or secure informed consent from the participants? Were there any cultural concerns noted or do you have any concerns about bias?

 

Tip: Cultural considerations are related to research procedures. Consider whether there were cultural elements that may have changed the way the study took place such as language barriers, the need for an interpreter, and whether the sample matches the population that the researchers say they are studying.

The key is to consider what cultural factors are pertinent to the research question. If you say you are studying an intervention for depression, the sample needs to include persons with depression. If a study is not specific to race or gender, for example, that does not make it culturally insensitive if the researches didn’t set out to learn about that intervention specifically applied to race or gender.

 
5. Identify exactly what data was collected by the researchers in the study.

Is the data quantitative (numeric data such as scores on assessments like the Iowa Basic Skills Test (IBST) or the Beck Depression Inventory (BDI)? If there are assessment instruments used – are they numerical results or narrative results?

Is the data qualitative (for example, clinical intake interviews or a narrative behavioral observation?

image1

Tip: The variables (e.g., substance abuse) or characteristic (e.g., geographic location) being investigated is usually found in the Introduction and Method sections (and sometimes the Abstract). For example: if a researcher is investigating an intervention for the treatment of depression. The variable may be “level of depression” and the data collected could be scores on the Beck Depression Scale.

All data points represent something the researcher is trying to investigate. Data can be quantitative (like a measurement, frequency, or score that is represented by a numeral) or qualitative (data captured using written or spoken words, observations or photos). This includes things like student academic or behavioral records, historical documents, records, or artifacts like diaries or case notes.

 
6. What was the outcome or the general result of the research study?

What is the answer to the research question?

image2

Tip: The Discussion section is where what the authors present how the results can be applied when working with clients or students. The authors will articulate their greatest take away from the study outcomes and what they view as most important to know to meet the needs of clients or students with similar needs.

 
7. Based on your understanding of the results of the research study presented, discuss how the outcomes can be generally applied to your future counseling practice.

image3

Tip: The authors identify if the results of the investigation support their hypothesis and present the major findings. The Results section and the Discussion section present the answer to the question the researchers were trying to learn. Keep in mind that when you are investigating an intervention, the results could be mixed. In other words, the intervention might be successful, not successful, or partially successful.

 
8. How does this research article apply to the case study at the top of the worksheet?

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Tip: While there are similarities and differences between the article and the case study on the worksheet, describe how the general outcomes from the article relate to the case study. Explain your insights into how the information from the article could be useful to meet the needs of the case study.

NOTE: As a counselor, what did you interpret from the outcomes of the research study in the article that you could use in developing treatment goals or action plans for the child in the case study on the worksheet?

 

Your Answer here should include the steps and process you took to find the selected research article. Explain how you know your selected article is peer reviewed.

 

Your Answer here should include details about the participants, or information about the population (sample) used in the research study.

 

Your Answer here should provide a snapshot of the participants.

 

 

© 2020 Walden University 1

Benchmark – Developmental Psychology (Erikson/Piaget) Case Studies

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Part 1: Case Studies

From the perspective of your specific discipline, pick four stages to illustrate early childhood development (3-8 years old). Pick two from Erickson’s Stage Theory and two from Piaget’s theory of development. Create one case study for each of the chosen stages, which is a total of four case studies.

Label each case study with the theorist/stages relevant to it.

Each case study should be a minimum of 250 words.

For each case study, include how a counselor could work with someone at the identified stage.

Part 2: Summary

Include a 250-500-word summary that explains the similarities and differences between Piaget’s and Erickson’s theories.

APA style is required, but solid academic writing and a title page is expected.

Please use 3 scholarly references

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Rubic_Print_Format

Course Code Class Code Assignment Title Total Points
CNL-518 CNL-518-O503 Benchmark – Developmental Psychology (Erikson/Piaget) Case Studies (Obj. 2.1 and 2.5) 100.0
Criteria Percentage Unsatisfactory (0.00%) Less Than Satisfactory (74.00%) Satisfactory (79.00%) Good (87.00%) Excellent (100.00%) Comments Points Earned
Content 70.0%
Part 1: Label Each Case Study with Relevant Theorist/Stages 20.0% None of the case studies are labeled with the relevant theorist/stages. Some of the case studies are labeled with the relevant theorist/stages or are labeled incorrectly. All of the case studies are labeled correctly with the relevant theorist/stages. Demonstrates a basic understanding of how the theorist/stages relate to each case study. All of the case studies are labeled correctly with the relevant theorist/stages. Demonstrates an advanced understanding of how the theorist/stages relate to each case study. All of the case studies are labeled correctly with the relevant theorist/stages. Demonstrates a comprehensive understanding of how the theorist/stages relate to each case study.
Part 1: Length of Each Case Study is at Least 250 Words 10.0% None of the case studies are at least 250 words in length. Some of the case studies are at least 250 words in length. Demonstrates a minimal understanding of how the theorist/stages relate to each case study. All of the case studies are at least 250 words in length. Demonstrates a basic understanding of how the theorist/stages relate to each case study. All of the case studies are at least 250 words in length. Demonstrates an advanced understanding of how the theorist/stages relate to each case study. All of the case studies are at least 250 words in length. Demonstrates a comprehensive understanding of how the theorist/stages relate to each case study.
Part 1: Plan to Work with Someone at Identified Stage (C3.4) 20.0% The case studies did not demonstrate how the student, as a counselor, would plan to work with someone at the identified stage. The case studies demonstrate a minimal understanding of how the student, as a counselor, would plan to work with someone at the identified stage. The case studies demonstrate a basic understanding of how the student, as a counselor, would plan to work with someone at the identified stage. The case studies demonstrate an advanced understanding of how the student, as a counselor, would plan to work with someone at the identified stage. The case studies demonstrate a comprehensive understanding of how the student, as a counselor, would plan to work with someone at the identified stage.
Part 2: Case Study Summary 20.0% The assignment omitted a summary statement that explains the similarities and differences between Piaget’s and Erickson’s theories. The summary demonstrates a minimal understanding of the similarities and differences between Piaget’s and Erickson’s theories. The summary demonstrates a basic understanding of the similarities and differences between Piaget’s and Erickson’s theories. The summary demonstrates an advanced understanding of the similarities and differences between Piaget’s and Erickson’s theories. The summary demonstrates a comprehensive understanding of the similarities and differences between Piaget’s and Erickson’s theories.
Organization, Effectiveness, and Format 30.0%
Thesis Development and Purpose 7.0% Paper lacks any discernible overall purpose or organizing claim. Thesis is insufficiently developed or vague. Purpose is not clear. Thesis is apparent and appropriate to purpose. Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
Argument Logic and Construction 8.0% Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. Writer is clearly in command of standard, written, academic English.
Paper Format (use of appropriate style for the major and assignment) 5.0% Template is not used appropriately, or documentation format is rarely followed correctly. Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. Appropriate template is used. Formatting is correct, although some minor errors may be present. Appropriate template is fully used. There are virtually no errors in formatting style. All format elements are correct.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0% Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Total Weightage 100%

Comparing Mean

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PSY 510 SPSS Assignment 4

 

Before you begin the assignment:

 

· Review the video tutorial in the Module Eight resources for an overview of comparing means in SPSS.

· Download and open the Food Consumption SPSS data set.

 

An overview of the data set:

 

This data set presents the results of a hypothetical experiment that examined dieting, food consumption, and mood. In the first session of the experiment, a sample of dieters and non-dieters were given a plate of food from a popular restaurant. The amount of food (in ounces) that they consumed was measured. In addition, their mood was measured. One week later, the same participants were tested again. This time, while they were eating their plate of food, they also watched a funny movie. Researchers again measured food consumption and mood, as well as participants’ feelings about their body and self-esteem. Specifically, the following variables are included:

 

· Subnum: This is the ID number given to track each participant in the experiment.

· Dietingstatus: This identifies whether or not the participant self-identified as a dieter. If the participant was not dieting, he or she was coded as a “1”, and if the participant was dieting, he or she was coded as a “2”.

· Consumption1: The amount of food (in ounces) eaten at time 1.

· Consumption2: The amount of food (in ounces) eaten at time 2.

· Mood1: Participants’ mood at time 1. Scale ranged from 1 (negative mood) to 10 (positive mood).

· Mood2: Participants’ mood at time 2. Scale ranged from 1 (negative mood) to 10 (positive mood).

· Bodyimage: Participants’ self-reported body satisfaction. Scale ranged from 25 (dissatisfied) to 50 (satisfied).

· Selfesteem: Participants’ self-esteem rating. Scale ranged from 15 (low self-esteem) to 30 (high self-esteem).

 

Questions:

 

1a) Use the Compare Means function to examine the means for dieters and non-dieters on the Body Image and Self Esteem variables.

 

Paste relevant output below:

 

 

 

1b) Describe the differences in means that you see.

 

Type your answer below:

 

 

 

2a) Conduct independent samples t-tests to see if the differences noted above are significant. In other words, conduct two independent samples t-tests, one examining the relationship between Dieting Status and Body Image and one examining the relationship between Dieting Status and Self-Esteem.

 

Paste your relevant output below (Read carefully: The best way to do this is to select “Copy Special” when copying from the SPSS output. Then select image as a format to copy. When pasting in Word, select Paste Special, choose a picture format, and then resize the image so it fits the screen):

 

 

 

2b) Use the Sig. (2-tailed) column to find the p-values for each test. Based on these p-values, are either of the tests significant? How do you know? Based on the significance of the tests, what would you conclude about the relationship between dieting and body image and the relationship between dieting and self-esteem?

 

Type your answer below:

 

 

3a) Use SPSS to calculate the means for Consumption1, Consumption2, Mood1, and Mood2.

 

Paste your relevant output below:

 

 

 

3b) From the means, describe how scores on Consumption and Mood changed from Time 1 to Time 2.

 

Type your answer below:

 

 

 

3c) Conduct dependent samples t-tests on the Consumption variables and the Mood variables. In other words, you need to conduct two separate dependent samples t-tests.

 

Paste your relevant output below (use the same copy/paste technique as in 2a):

 

 

 

3d) Use the Sig. (2-tailed) column to find the p-values for each test. Based on these p-values, are either of the tests significant? How do you know? Based on the significance of the tests, what would you conclude about the changes in consumption and mood?

 

Type your answer below:

 

 

4a) Describe a research hypothesis (unrelated to the Food Consumption dataset) that could be assessed using a dependent samples t-test. Be sure to describe your variables.

 

Type your answer below:

 

 

 

4b) Enter hypothetical data relevant to your research hypothesis for at least 10 participants. Then, conduct a dependent samples t-test on the data in SPSS.

 

Paste relevant output below:

 

 

 

4c) Describe whether your research hypothesis was supported from the hypothetical data. Be sure to incorporate statistical significance into your answer.

 

Type your answer below:

Sensation And Perception Worksheet

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  • Sensation and Perception Worksheet

    Due: Week Four
    Points: 50

    For this assignmePSY111 Sensation & Perception Worksheet Rubric – 50 Points

    Student Name_______________________

      Excellent/Exceeds Expectations Good/Meets Most Expectations Incomplete/Meets Partial Expectations  
    Points Possible 15 14-12 11-1 POINTS EARNED =
    (15 points)

    a)  Briefly describe the path of information from the targeted sensory organ (i.e. eye, ear, skin, etc.) to the brain. Include terms/ information from Ch 2 and Ch 3.

    		 Complete discussion of how sensory information travels from selected, relevant sensory organ to the brain. Includes synthesis of terms from both Ch.2 and Ch. 3 in description. Fully supports description. Discusses how sensory information travels from selected, relevant sensory organ to the brain. Includes some synthesis of terms from both Ch.2 and Ch. 3 in description. Needs minor additional detail or support to be complete. Partial description of how sensory information travels from selected, relevant sensory organ to the brain. Insufficient synthesis of terms from both Ch.2 and Ch. 3 in description. Needs significant detail or support to be complete. Feedback Comments:

     
    Points Possible 10 9-7 6-1 POINTS EARNED =
    (10 points)

     

    b) What cues were used to create subconscious or conscious associations?

     

    		 Complete discussion of the cues used to create subconscious or subconscious associations. Proper application of terms. Fully supports description. Discusses the cues used to create subconscious or subconscious associations. Proper application of terms with minimal errors. Needs minor additional detail or support to be complete. Partial discussion of the cues used to create subconscious or subconscious associations. Proper application of terms Needs significant detail or support to be complete. Feedback Comments:
    Points Possible 10 9-7 6-1 POINTS EARNED =
    (10 points)

     

    c) What is the underlying message perceived from the sensory information presented?

     

    		 Describes the underlying message perceived from the sensory information presented, and fully explains/supports how they came to this conclusion. Describes the underlying message perceived from the sensory information presented, and has some explanation/support for how they came to this conclusion. Needs minor additional detail or support to be complete. Partial discussion of the underlying message perceived from the sensory information presented. Needs more explanation/support for how they came to this conclusion, or needed significant detail to be complete. Feedback Comments:
    Points Possible 10 9-7 6-1 POINTS EARNED =
    (10 points)

     

    d) What personal factors (from pages 113-114) might be influencing your perceptions toward this category of advertisements?

    		 Complete discussion of how personal factors might influence perceptions toward advertisements. Fully supports description and provides examples as needed. Discusses how personal factors might influence perceptions toward advertisements. Has some support and/or examples. Needs minor additional detail or support to be complete. Partial description personal factors might influence perceptions toward advertisements. Needs significant detail or support to be complete. Feedback Comments:
      Excellent/Exceeds Expectations Good/Meets Most Expectations Incomplete/Meets Partial Expectations  
    Points Possible 5 4 1-3 POINTS EARNED =
    Writing Mechanics (5 points) sentence structure, run-ons, fragments, agreement, punctuation, capitalization, spelling, etc. Demonstrates knowledge and use of writing mechanics, enhances the readability Demonstrates knowledge and use of writing mechanics but with errors that may detract from the readability Difficulties with readability due to inappropriate use of writing mechanics Feedback Comments:
      For each requirement not completed, points(s) will be deducted as explained below. POINTS DEDUCTED:
    Requirements for basic APA document formatting and citations

    (Maximum Deduction 10 Points)

    		 Your assignment requires the following:

    – Name at top of document (-1 point)

    – Times/Times New Roman font, if submitted electronically (-1 point)

    – 12 point font, if submitted electronically (-1 point)

    – Double spaced, if submitted electronically (-1 point)

    – Informal citations for the textbook within the worksheet (-2 points)

    – Informal reference for textbook (-2 points)

    – Quotation marks when directly quoting a source (-2 points)

    		 Feedback Comments:
      FINAL SCORE:
    Additional Feedback Comments:

    nt you will review the “Thinking Critically About Advertising and Subconscious Messages” box on page 84 of Chapter 3 – Sensation and Perception, complete the activity as indicated, then address the following questions:

    a) Briefly describe the path of information from the targeted sensory organ (i.e. eye, ear, skin, etc.) to the brain.  Include a synthesis of terms/information from both Chapter 2 – Biological Basis of Behavior and Chapter 3 -Sensation and Perception in your description.

    b) What cues were used to create subconscious or conscious associations?

    c) What is the underlying message you perceived from the sensory information presented?

    d) What personal factors (from pages 113-114) might be influencing your perceptions toward this category of advertisements?

    Use the  Sensation & Perception Worksheet  as a template to submit your completed assignment.