Wellness Strategies Brochure And Reflection

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Imagine the agency you created in Topic 4 to provide mental health services for individuals suffering from mood disorders is expanding to reach out to the community by educating citizens about wellness strategies. In order to get the word out about your new services, create a brochure that does the following:

  1. Identify life events that might motivate an individual to seek wellness services.
  2. Develop a mission statement for the clinic.
  3. Provide an overview of services offered.
  4. Describe an itinerary for two days of treatment.
  5. Explain how assessments will be utilized at the clinic.

Use a brochure format of your choice that is appealing to your target audience. (graphics and color are encouraged). You do not need to submit the brochure to TurnItIn.

In a separate document, write a 250-500 word reflection that does the following:

  1. Who will be your key audience/target population?  Examples include clients with mood disorders and their families, age groups, or cultural backgrounds.
  2. Why did you select these methods for your agency?
  3. Describe your rationale for why this information is useful in the brochure.
  4. Describe your rationale as to why you designed the brochure the way you did (e.g., photos, key focus areas).
  5. Use at least two scholarly sources to substantiate your rationale. The sources and reflection should be in APA format.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

Evaluate information to determine causation and correlation

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Week 2: Ready, Set, Stop: Approaches and the Problem Set-Up

A fork in the road, indicating a decision to make to go one way or the other.Problem solving can take you down a path filled with continuous forks or junctions; choosing one direction or approach over another might significantly alter the outcome, or become an alternative route to the same destination. Recognize that the path you choose is one of many paths that may lead to a good solution.

In this week, you continue to explore problem- solving approaches. In addition, you address hypothesis creation, causation and correlation, and intuition and how these topics relate to the problem-solving process.

Photo credit: Billinger, J. (Photographer). (2009, 06 15). Fork in the Road [Web Photo]. Retrieved from http://www.geograph.org.uk/photo/1355424

Learning Objectives

Students will:
  • Analyze different approaches to problem solving
  • Create hypotheses for solving problems
  • Analyze role of intuition in problem solving
  • Evaluate information to determine causation and correlation
  • Analyze role of perspectives in problem solving
  • Analyze insights related to problem solving

Discussion: Hypotheses and Problem Solving

Note: Please read the Introduction to all Discussions. Then proceed to participate in the required Discussion A, and your choice of Discussion B or C. There is also an Optional Open Forum you may participate in at any time.

Discussion Introduction (Applies to Discussions A, B, and C)

Have you ever thought you identified the cause of a problem, only to find out later that you were mistaken? When one event or action regularly follows another event or action, you may be likely to conclude that the initial event caused the second event. You may be correct, but, as you learned in this week’s Learning Resources, correlation is not the same as causation.

When you create hypotheses, you use your experience and the resources at your disposal to guess what may have caused a problem and to identify a solution that may address it. For this Discussion, you apply your understanding of causation and correlation to create and discuss hypotheses.

To prepare for the following Discussions, review this week’s Learning Resources including the Problem-Solving Guidance Handout.

Discussion A (Required for all students)

For this Discussion, focus on the various scenes and vignettes that Watzlawick presents in his book, The Situation Is Hopeless But Not Serious: The Pursuit of Unhappiness. For each scene or vignette, consider Watzlawick’s approach to the problem of “the pursuit of unhappiness.” What hypotheses does he propose to address the problem? Based on your own experience, would you consider these plausible hypotheses? Why or why not?

State one hypothesis Watzlawick proposes in the first five chapters of his book. Then evaluate whether, in your view, Watzlawick’s hypothesis is plausible. Provide support for your position.

In addition, create a hypothesis to suggest another explanation that may be equally plausible. Include in your answer an explanation of how intuition might play a role in the approach to this problem.

By Day 3

Post a minimum of 100 words to Discussion Question A.
Be sure to support your ideas by connecting them to at least one of this unit’s Learning Resources. Additionally, you may opt to include an academic resource you have identified or something you have read, heard, seen, or experienced.

By Day 5

Respond to the posts of at least two different colleagues. One must be a response to a colleague’s post about the question you did not select. Respond in one of the following ways:

  • Share an insight from having read your colleague’s posting.
  • Expand on your colleague’s posting.
Discussion B (Select B or C)

Scenario: 

The gentleman living next door has scolded you three times in the past 2 weeks because, in his view, you parked your car too close to his car. Review the assigned pages in the Watzlawick text, as well as Attribution Theory in this unit’s Learning Resources.

Using attribution theory, describe what motivations you can attribute to the neighbor. Create a hypothesis that may help you frame a possible solution to the problem.

By Day 3

Post a minimum of 100 words to your choice of Discussion Question B.
Be sure to support your ideas by connecting them to at least one of this unit’s Learning Resources. Additionally, you may opt to include an academic resource you have identified or something you have read, heard, seen, or experienced.

By Day 5

Respond to the posts of at least two different colleagues. One must be a response to a colleague’s post about the question you did not select. Respond in the one of the following ways:

  • Share an insight from having read your colleague’s posting.
  • Expand on your colleague’s posting.
Discussion C (Select B or C)

Scenario:

At work you are presented with a list of possible reasons why your department was over budget for the last 3 months:
Unauthorized use of overtime
An increase in the costs of supplies
Staff with improper training for the tasks that they complete
Too many managers on vacation at the same time
Inadequate facilities/space to complete the job
A flu outbreak that required temporary help while paying paid time off for full-time employees
You are asked to determine which of the factors on the list contributed to the overage.

Create a hypothesis that may help you frame a possible solution to the problem.

By Day 3

Post a minimum of 100 words to your choice of Discussion Question C.
Be sure to support your ideas by connecting them to at least one of this unit’s Learning Resources. Additionally, you may optto include an academic resource you have identified or something you have read, heard, seen, or experienced.

By Day 5

Respond to the posts of at least two different colleagues. One must be a response to a colleague’s post about the question you did not select. Respond in the one of the following ways:

  • Share an insight from having read your colleague’s posting.
  • Expand on your colleague’s posting.
Optional Open Forum

Add anything that is interesting or notable based on your study of problem solving in this week’s resources, other resources, or your problem-solving experiences.

Submission and Grading Information
Grading Criteria

To access your rubric:
Week 2 Discussion Rubric

Post by Day 3 and Respond by Day 5

To participate in this Discussion:
Week 2 Discussion A

To participate in this Discussion:
Week 2 Discussion B

To participate in this Discussion:
Week 2 Discussion C

Optional Open Forum

To participate in this Discussion:
Open Forum

Developing a strategy for data analysis that is consistent with the question developed and the methodology chosen.

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Topic: Examining relationship between spirituality, self-esteem and happiness among African America men

Developing a strategy for data analysis that is consistent with the question developed and the methodology chosen.

Question

How do you feel the influence of spirituality and self-esteem affect African America men everyday life?

Methodology:  Phenomenology research

Phenomenology research focuses on the lived experiences of the participants.

Participants 12-14

  • Develop a description of the key elements for data analysis that  is consistent with one of the three research questions you wrote and its  corresponding methodological design.
  • Describe the data analysis section you will use in your study.
  • Evaluate the effectiveness of the data analysis strategy, discussing its strengths and limitations.

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Articulate the null hypothesis and alternative hypothesis.

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One-Way ANOVA

As with your previous assignments, you will complete this assignment with the DAA Template. Links to additional resources are available in the Resources area.

Reminder: The format of this SPSS assignment should be narrative with supporting statistical output (table and graphs) integrated into the text in the appropriate places (not all at the end of the document).

You will analyze the following variables in the grades.sav data set:

  • section
  • quiz3

Step 1: Write Section 1 of the DAA.

  • Provide the context of the grades.sav data set.
  • Include a definition of the specified variables (predictor, outcome) and corresponding scales of measurement.
  • Specify the sample size of the data set.

Step 2: Write Section 2 of the DAA.

  • Analyze the assumptions of the one-way ANOVA.
  • Paste the SPSS histogram output for quiz3 and discuss your visual interpretations.
  • Paste SPSS descriptives output showing skewness and kurtosis values for quiz3 and interpret them.
  • Paste SPSS output for the Shapiro-Wilk test of quiz3 and interpret it.
  • Report the results of the Levene test and interpret it.
  • Summarize whether or not the assumptions of the one-way ANOVA are met.

Step 3: Write Section 3 of the DAA.

  • Specify a research question related to the one-way ANOVA.
  • Articulate the null hypothesis and alternative hypothesis.
  • Specify the alpha level.

Step 4: Write Section 4 of the DAA.

  • Begin by pasting SPSS output of the means plot and providing an interpretation.
  • Also report the means and standard deviations of quiz3 for each level of the section variable.
  • Next, paste the SPSS ANOVA output and report the results of the F test, including:
    • Degrees of freedom.
    • F value.
    • p value.
    • Calculated effect size.
    • Interpretation of the effect size.
  • Finally, if the omnibus F is significant, provide the SPSS post-hoc (Tukey HSD) output.
    • Interpret the post-hoc tests.

Step 5: Write Section 5 of the DAA.

  • Discuss the conclusions of the one-way ANOVA as it relates to the research question.
  • Conclude with an analysis of the strengths and limitations of one-way ANOVA.

Submit your DAA Template as an attached Word document in the assignment area.

Note: Your instructor may also use the Writing Feedback Tool to provide feedback on your writing. In the tool, click the linked resources for helpful writing information.

Resources

  • One-Way ANOVA Scoring Guide.
  • DAA Template [DOCX].
  • SPSS Data Analysis Report Guidelines.
  • Copy/Export Output Instructions.
  • APA Style and Format.
  • Writing Feedback Tool.
  • IBM SPSS Step-by-Step Guide: One-Way ANOVA [DOC].One-Way ANOVA Scoring Guide

    Due Date: End of Unit 10 Percentage of Course Grade: 12%.

    CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED

    Apply the appropriate SPSS procedures to check assumptions and calculate the one- way ANOVA to generate relevant output. 20%

    No SPSS output is provided.

    Includes some, but not all, of required the output. Numerous errors in SPSS output.

    Includes all relevant output, but also includes irrelevant output. One or two errors in SPSS output.

    Includes all relevant output; no irrelevant output is included. No errors in SPSS output.

    Provide context for the data set, including a definition of required variables and scales of measurement. 10%

    Does not provide context for the data set.

    Provides partial context for the data set. May or may not include a definition of required variables and scales of measurement.

    Provides context for the data set, including a definition of required variables and scales of measurement.

    Provides exemplary context for the data set, including a definition of required variables and scales of measurement.

    Analyze the assumptions of the one-way ANOVA. 20%

    Does not analyze the assumptions of the one-way ANOVA.

    Identifies, but does not analyze, the assumptions of the one-way ANOVA.

    Analyzes the assumptions of the one-way ANOVA.

    Evaluates the assumptions of the one-way ANOVA.

    Articulate a research question, null hypothesis, alternative hypothesis, and alpha level. 10%

    Does not articulate a research question, null hypothesis, alternative hypothesis, and alpha level.

    Partially articulates a research question, null hypothesis, alternative hypothesis, and alpha level.

    Articulates a research question, null hypothesis, alternative hypothesis, and alpha level.

    Articulates a research question, null hypothesis, alternative hypothesis, and alpha level in an exemplary manner.

    Interpret the one- way ANOVA output. 20%

    Does not interpret the one-way ANOVA output.

    Partially interprets the one-way ANOVA output.

    Interprets the one- way ANOVA output.

    Interprets the one-way ANOVA output in an exemplary manner.

    Generate a conclusion that includes strengths and limitations of the one-way ANOVA. 10%

    Does not generate a conclusion.

    Generates a conclusion that includes a partial list of strengths and limitations of the one- way ANOVA.

    Generates a conclusion that includes strengths and limitations of the one-way ANOVA.

    Generates an exemplary conclusion that includes strengths and limitations of the one-way ANOVA.

    Communicate in a manner that is scholarly, professional, and consistent with the expectations for members in the identified field of study. 10%

    Does not communicate in a manner that is scholarly, professional, and consistent with the expectations for members in the identified field of study.

    Inconsistently communicates in a manner that is scholarly, professional, and consistent with the expectations for members in the identified field of study.

    Communicates in a manner that is scholarly, professional, and consistent with the expectations for members in the identified field of study.

    Without exception, communicates in a manner that is scholarly, professional, and consistent with the expectations for members in the identified field of study.