Determine the hypothesis being tested and the concepts that were applied in this process.

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Read the article, “Do men with excessive alcohol consumption and social stability have an addictive personality?” and identify the research questions and/or hypotheses as they are stated in the article.  If you need assistance looking up the article with the citation, please view the Finding an Article When You Have a Citation tutorial, which is located under “Getting Research Help” within the Ashford University Library.  As you read the article, consider the following questions: What are the variables (sample sizes, population, treatments, etc.)? What are the descriptive statistics used in this article (frequencies, means, etc.)?
Write a two- to three-page paper presenting the information listed below.  Your paper must contain a title page and a reference page formatted in APA style.  Cite any references made to the article within the body of the paper in correct APA format.  Your paper should begin with an introduction paragraph that includes a thesis statement and ends with a concluding paragraph.  The concluding paragraph should summarize the major points made in the body of the paper and reaffirm the thesis.  When writing the article critique, your paper must:

  1. Determine what question(s) the      authors are trying to answer through this research.
  2. Determine the hypothesis being      tested and the concepts that were applied in this process.
  3. Evaluate the article and      critique the statistical analysis employed in the study.
    • Would you       have included more and/or different variables?  Explain your answer.
  4. Examine the assumptions and      limitations of the statistical study.
    • What would       you have done differently in this case? Why?
  5. Identify how the authors      applied statistical testing to the problem.
  6. Interpret the findings of the      author(s) using statistical concepts.

Access the Critical Thinking Community (Links to an external site.)Links to an external site. website for tips on how to formulate your thoughts and discussion of these questions in a logical and meaningful manner.
The Assignment:

  1. Must be two to three      double-spaced pages in length (excluding title and reference pages) and      formatted according to APA style as outlined in the Ashford Writing      Center.
  2. Must include a title page with      the following:
    1. Title of       paper
    2. Student’s       name
    3. Course name       and number
    4. Instructor’s       name
    5. Date       submitted
  3. Must document all sources in      APA style

Berglund, K., Roman, E., Balldin, J., Berggren, U., Eriksson, M., Gustavsson, P., & Fahlke, C. (2011). Do men with excessive alcohol consumption and social stability have an addictive personality? Scandinavian Journal of Psychology, 52(3), 257-260.  Retrieved from the EBSCOhost database.

  • This article contains descriptive statistics as part of the analysis  of its basic hypothesis.  It will be used to complete the written  assignment this week.

Review Chapter 3 of your course text, which introduces probability and the standard normal distribution.

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For this assignment, identify the appropriate application of standardized scores to reflect on their benefits and to interpret how test scores and measures are commonly presented.

Review Chapter 3 of your course text, which introduces probability and the standard normal distribution.  Examine the assumptions and limitations presented in these topics and then consider and discuss the following questions:

  • When comparing data from different distributions, what is the benefit of transforming data from these distributions to conform to the standard distribution?
  • What role do z-scores play in this transformation of data from multiple distributions to the standard normal distribution?
  • What is the relationship between z-scores and percentages?
  • In your opinion, does one do a better job of representing the proportion of the area under the standard curve?  Give an example that illustrates your answer.

    91

    4Applying z to Groups

    Victor Faile/Corbis

    Chapter Learning Objectives: After reading this chapter, you should be able to do the following:

    1. Describe the distribution of sample means.

    2. Explain the central limit theorem.

    3. Analyze the relationship between sample size and confidence in normality.

    4. Calculate and explain z test results.

    5. Explain statistical significance.

    6. Calculate and explain confidence intervals.

    7. Explain how decision errors can affect statistical analysis.

    8. Calculate the z test using Excel.

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    Section 4.1 Distribution of Sample Means

    Introduction As we noted at the end of Chapter 3, researchers are generally more interested in groups than in individuals. Individuals can be highly variable, and what occurs with one is not necessarily a good indicator of what to expect from someone else. What occurs in groups, on the other hand, can be very helpful in understanding the nature of the entire popu- lation. A Google search indicates that the suicide rate is higher among dentists than it is among those of many other professions. If we wanted to experiment with some therapy designed to relieve depressive symptoms among dentists, we would be more confident observing how a group of 50 dentists responds than in examining results from just one. This chapter will use the material from the first three chapters to begin analyzing people in groups.

    Noting that many of the characteristics that interest behavioral scientists are normally dis- tributed in a population implies that some characteristics are not. Since samples can never exactly emulate their populations, it may not be clear in the midst of a particular study when data are normally distributed. This uncertainty potentially poses a problem: we may wish to use the z transformation and Table B.1 of Appendix B in our analysis, but Table B.1 is based on the normality assumption. If the data are not normal, where does that leave the related analysis?

    4.1 Distribution of Sample Means What options do researchers have if they are suspi- cious about data normality? One important answer is the distribution of sample means, so named because the scores that constitute the distribution are the means of samples rather than individual scores.

    Note that the descriptor population means all pos- sible members of a defined group. Recall that the frequency distribution—the bell-shaped curve rep- resenting the population—was a figure based on the individual measures sampled one subject at a time. In discussing the frequency distribution, we assumed that we would measure each individual on some trait, and then plot each individual score. Instead of selecting each individual in a population one at a time, suppose a researcher

    1. selects a group with a specified size; 2. calculates the sample mean (M) for each

    group; 3. plots the value of M (rather than the value

    of each score) in a frequency distribution; 4. and continues doing this until the popula-

    tion is exhausted.

    iStockphoto/Thinkstock

    A population is all members of a defined group, such as all voters in a county.

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    Section 4.1 Distribution of Sample Means

    How would plotting group scores rather than individual ones affect the distribution? Would the end result still be a population? The answer to the second question is yes: because every member is included, it is still a population. Whether a population is measured individually or as members of a group is incidental, as long as all are included.

    Perhaps researchers are interested in language development among young children and wish to measure mean length of utterance (MLU) in a county population. Whether the researchers mea- sure and plot MLU for each child in a county’s Head Start program or plot the mean MLU for every group of 25 in the program, the result is population data for Head Start learners for that county.

    The Central Limit Theorem The answer to the question “how would the distribution be affected?” is a little more involved, but it is important to nearly everything we do in statistical analysis. It involves what is called the central limit theorem:

    If a population is sampled an infinite number of times using sample size n and the mean (M) of each sample is determined, then the multiple M measures will take on the characteristics of a normal distribution, whether or not the original population of individuals is normal.

    Take a minute to absorb this. A population of an infinite number of sample means drawn from one population will reflect a normal distribution whatever the nature of the original distribu- tion. A healthy skepticism prompts at least two questions: 1) How would we prove whether this is true since no one can gather an infinite number of samples? and 2) Why does sampling in groups rather than as individuals affect normality?

    Although prove is too strong a word, we can at least provide evidence for the effect of the central limit theorem using an example. Perhaps a psychologist is working with 10 people on their resistance to change, their level of dogmatism. Technically, because 10 constitutes the entire group, the population is N 5 10. Recall that N refers to the number in a population. Even with a small population we cannot have an infinite number of samples, of course, but for the sake of the illustration we will assume that

    • dogmatism scores are available for each of the 10 people; • the data are interval scale; • the scores range from 1 to 10; and • each person receives a different score.

    So with N 5 10, the scores are 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Figure 4.1 depicts a frequency distribu- tion of those 10 scores.

    The distribution in Figure 4.1 is not normal. With R 5 10 21 5 9 and s 5 3.028 (a calculation worth checking), the distribution is extremely platykurtic (i.e., flatter than normal); the range is less than 3 times the value of the standard deviation rather than the approximately 6 times associated with normal distributions. There is either no mode or there are 10 modes, neither of which suggests normality. We can illustrate the workings of the central limit theorem with a procedure Diekhoff (1992) used. We will use samples of n 5 2, and make the example man- ageable by using one sample for each possible combination of scores in samples of n 5 2 from the population, rather than an infinite number of samples.

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    S c

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    Score Values

    10

    9

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    7

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    Section 4.1 Distribution of Sample Means

    Table 4.1 lists all the possible combinations of two scores from values 1–10. Ninety combina- tions of the 10 dogmatism scores are possible. The larger the sample size, the more readily it demonstrates the tendency toward normality, but all combinations of (for example) three scores would result in a very large table.

    Table 4.1: All possible combinations of the integers 1–10

    1, 2 2, 1 3, 1 4, 1 5, 1 6, 1 7, 1 8, 1 9, 1 10, 1

    1, 3 2, 3 3, 2 4, 2 5, 2 6, 2 7, 2 8, 2 9, 2 10, 2

    1, 4 2, 4 3, 4 4, 3 5, 3 6, 3 7, 3 8, 3 9, 3 10, 3

    1, 5 2, 5 3, 5 4, 5 5, 4 6, 4 7, 4 8, 4 9, 4 10, 4

    1, 6 2, 6 3, 6 4, 6 5, 6 6, 5 7, 5 8, 5 9, 5 10, 5

    1, 7 2, 7 3, 7 4, 7 5, 7 6, 7 7, 6 8, 6 9, 6 10, 6

    1, 8 2, 8 3, 8 4, 8 5, 8 6, 8 7, 8 8, 7 9, 7 10, 7

    1, 9 2, 9 3, 9 4, 9 5, 9 6, 9 7, 9 8, 9 9, 8 10, 8

    1, 10 2, 10 3, 10 4, 10 5, 10 6, 10 7, 10 8, 10 9, 10 10, 9

    Figure 4.1: A frequency distribution for the scores 1 through 10: Each score

    occurring once

    A frequency distribution of ten scores, each with a different value. This type of distribution, which is not normal, is highly platykurtic.

    S c

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    9

    8

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    1

    10987654321

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    S c o

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    1

Cultural Diversity A2

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Read Chapters 1 & 3 of Cross-Cultural Psychology.   Assignment                     2
The text authors believe that despite all the ethnic, cultural, religious, racial, and national differences, people can learn to become more understanding, respectful, and tolerant of each other. In spite of the fact that cross-cultural psychology alone cannot solve the profound problems facing the human race, the authors purport that knowledge coupled with goodwill certainly can create a positive psychological climate that might eventually generate useful solutions (Shiraev & Levy, 2017).

In consideration of the above statement and this week’s reading assignments, discuss how cross-cultural psychology and critical thinking will serve to enhance your own academic, professional, and personal growth. Give examples from your own personal and/or professional life where this has been evident.

All assignments MUST be typed, double-spaced, in APA style. Remember to reference all work cited or quoted by the text authors in APA format. You should be doing this often in your responses.
Your assignment should be 1-2 pages plus title and reference pages
Assignment OutcomesAnalyze your own cultural background  Compare and contrast issues and practices relevant to helping people from culturally diverse backgrounds  Assess processes and issues related to clients of various ethnic, cultural & diverse origins  Identify patterns of social injustice, racial and ethnic adaptation  Analyze the global expansion of racism

What are cultural considerations when working with clients in the substance use disorder field?

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4.2 What are cultural considerations when working with clients in the substance use disorder field? What first steps might you take with these clients? Explain the rationale for your choices in your response.

This discussion question meets the following CACREP Standards:

2.F.2.b. Theories and models of multicultural counseling, cultural identity development, and social justice and advocacy.

2.F.7.b. Methods of effectively preparing for and conducting initial assessment meetings.

This discussion question meets the following NASAC Standards:

18) Understand diverse racial and ethnic cultures, including their distinct patterns of interpreting reality, world view, adaptation, and communication, and to incorporate the special needs of minority groups and the differently abled into clinical practice.

19) Understand the importance of self-awareness in one’s personal, professional, and cultural life.

119) Recognize the importance of individual differences by gaining knowledge about personality, cultures, lifestyles, and other factors influencing client behavior, and applying this knowledge to practice.

5.1 What are the dominant cultural features found within Native American homes, and how do Native Americans shape their response to the broader American society?

This discussion question meets the following CACREP Standards:

2.F.2.a. Multicultural and pluralistic characteristics within and among diverse groups nationally and internationally.

2.F.2.b. Theories and models of multicultural counseling, cultural identity development, and social justice and advocacy.

2.F.2.c. Multicultural counseling competencies.

2.F.2.d. The impact of heritage, attitudes, beliefs, understandings, and acculturative experiences on an individual’s views of others.

This discussion question meets the following NASAC Standards:

18) Understand diverse racial and ethnic cultures, including their distinct patterns of interpreting reality, world view, adaptation, and communication, and to incorporate the special needs of minority groups and the differently abled into clinical practice.

19) Understand the importance of self-awareness in one’s personal, professional, and cultural life.

102) Sensitize others to issues of cultural identity, ethnic background, age, and gender role or identity in prevention, treatment, and recovery.

119) Recognize the importance of individual differences by gaining knowledge about personality, cultures, lifestyles, and other factors influencing client behavior, and applying this knowledge to practice.

5.2 How is substance use viewed in the Hispanic/Latino culture? 

This discussion question meets the following CACREP Standards:

2.F.2.a. Multicultural and pluralistic characteristics within and among diverse groups nationally and internationally.

2.F.2.b. Theories and models of multicultural counseling, cultural identity development, and social justice and advocacy.

2.F.2.c. Multicultural counseling competencies.

2.F.2.d. The impact of heritage, attitudes, beliefs, understandings, and acculturative experiences on an individual’s views of others.

This discussion question meets the following NASAC Standards:

18) Understand diverse racial and ethnic cultures, including their distinct patterns of interpreting reality, world view, adaptation, and communication, and to incorporate the special needs of minority groups and the differently abled into clinical practice.

19) Understand the importance of self-awareness in one’s personal, professional, and cultural life.

102) Sensitize others to issues of cultural identity, ethnic background, age, and gender role or identity in prevention, treatment, and recovery.

119) Recognize the importance of individual differences by gaining knowledge about personality, cultures, lifestyles, and other factors influencing client behavior, and applying this knowledge to practice.

6.1 How do early personal experiences influence the positive or negative ethnic identity of persons of color? Can you think of a best example? Provide a scholarly reference to support your response.

This discussion question meets the following CACREP Standards:

2.F.2.d. The impact of heritage, attitudes, beliefs, understandings, and acculturative experiences on an individual’s views of others.

2.F.2.f. Help-seeking behaviors of diverse clients.

2.F.2.g. The impact of spiritual beliefs on clients’ and counselors’ worldviews.

This discussion question meets the following NASAC Standards:

18) Understand diverse racial and ethnic cultures, including their distinct patterns of interpreting reality, world view, adaptation, and communication, and to incorporate the special needs of minority groups and the differently abled into clinical practice.

19) Understand the importance of self-awareness in one’s personal, professional, and cultural life.

119) Recognize the importance of individual differences by gaining knowledge about personality, cultures, lifestyles, and other factors influencing client behavior, and applying this knowledge to practice.

6.2 What healthy family and community support conditions are associated with increased self-efficacy and self-esteem in children of color who face racism? Provide at least one scholarly reference to support your response.

This discussion question meets the following CACREP Standards:

2.F.2.d. The impact of heritage, attitudes, beliefs, understandings, and acculturative experiences on an individual’s views of others.

2.F.2.h. Strategies for identifying and eliminating barriers, prejudices, and processes of intentional and unintentional oppression and discrimination.

This discussion question meets the following NASAC Standards:

18) Understand diverse racial and ethnic cultures, including their distinct patterns of interpreting reality, world view, adaptation, and communication, and to incorporate the special needs of minority groups and the differently abled into clinical practice.

19) Understand the importance of self-awareness in one’s personal, professional, and cultural life.

85) Adapt counseling strategies to the individual characteristics of the client, including (but not limited to): disability, gender, sexual orientation, developmental level, acculturation, ethnicity, age, and health status.

102) Sensitize others to issues of cultural identity, ethnic background, age, and gender role or identity in prevention, treatment, and recovery.

119) Recognize the importance of individual differences by gaining knowledge about personality, cultures, lifestyles, and other factors influencing client behavior, and applying this knowledge to practice.

121) Conduct culturally appropriate self-evaluations of professional performance, applying ethical, legal, and professional standards to enhance self-awareness and performance.

7.1 How do racial, social, political, and religious attitudes affect the counselor’s perception and treatment of clients? How could the Christian worldview/chosen religious beliefs help with providing treatment to diverse populations?

This discussion question meets the following CACREP Standards:

2.F.2.b. Theories and models of multicultural counseling, cultural identity development, and social justice and advocacy.

2.F.8.i. Analysis and use of data in counseling.

This discussion question meets the following NASAC Standards:

18) Understand diverse racial and ethnic cultures, including their distinct patterns of interpreting reality, world view, adaptation, and communication, and to incorporate the special needs of minority groups and the differently abled into clinical practice.

19) Understand the importance of self-awareness in one’s personal, professional, and cultural life.

102) Sensitize others to issues of cultural identity, ethnic background, age, and gender role or identity in prevention, treatment, and recovery.

119) Recognize the importance of individual differences by gaining knowledge about personality, cultures, lifestyles, and other factors influencing client behavior, and applying this knowledge to practice.

121) Conduct culturally appropriate self-evaluations of professional performance, applying ethical, legal, and professional standards to enhance self-awareness and performance.

7.2 Explain how mental health and addiction therapy are viewed in various cultures. Give at least two examples.

This discussion question meets the following CACREP Standards:

2.F.2.b. Theories and models of multicultural counseling, cultural identity development, and social justice and advocacy.

2.F.8.i. Analysis and use of data in counseling.

This discussion question meets the following NASAC Standards:

18) Understand diverse racial and ethnic cultures, including their distinct patterns of interpreting reality, world view, adaptation, and communication, and to incorporate the special needs of minority groups and the differently abled into clinical practice.

19) Understand the importance of self-awareness in one’s personal, professional, and cultural life.

85) Adapt counseling strategies to the individual characteristics of the client, including (but not limited to): disability, gender, sexual orientation, developmental level, acculturation, ethnicity, age, and health status.

102) Sensitize others to issues of cultural identity, ethnic background, age, and gender role or identity in prevention, treatment, and recovery.

119) Recognize the importance of individual differences by gaining knowledge about personality, cultures, lifestyles, and other factors influencing client behavior, and applying this knowledge to practice.

121) Conduct culturally appropriate self-evaluations of professional performance, applying ethical, legal, and professional standards to enhance self-awareness and performance.

8.1 How should a culturally competent counselor approach the processes of assessment and diagnosis when dealing with clients from minority populations? Support your answer with at least one scholarly reference.

This discussion question meets the following CACREP Standard: 2.F.7.h. Reliability and validity in the use of assessments.

This discussion question meets the following NASAC Standards:

18) Understand diverse racial and ethnic cultures, including their distinct patterns of interpreting reality, world view, adaptation, and communication, and to incorporate the special needs of minority groups and the differently abled into clinical practice.

19) Understand the importance of self-awareness in one’s personal, professional, and cultural life.

102) Sensitize others to issues of cultural identity, ethnic background, age, and gender role or identity in prevention, treatment, and recovery.

119) Recognize the importance of individual differences by gaining knowledge about personality, cultures, lifestyles, and other factors influencing client behavior, and applying this knowledge to practice.

8.2 Provide an example of cultural bias in counseling/psychological research and support your answer with at least one scholarly reference.

This discussion question meets the following CACREP Standard: 2.F.7.h. Reliability and validity in the use of assessments.

This discussion question meets the following NASAC Standards:

18) Understand diverse racial and ethnic cultures, including their distinct patterns of interpreting reality, world view, adaptation, and communication, and to incorporate the special needs of minority groups and the differently abled into clinical practice.

19) Understand the importance of self-awareness in one’s personal, professional, and cultural life.

102) Sensitize others to issues of cultural identity, ethnic background, age, and gender role or identity in prevention, treatment, and recovery.

119) Recognize the importance of individual differences by gaining knowledge about personality, cultures, lifestyles, and other factors influencing client behavior, and applying this knowledge to practice.

EACH QUESTION HAS TO BE ANSWERED WITH 150-200 WORDS AND MUST HAVE AT LEAST ONE SCHOLARLY REFERENCE IN EACH ANSWER. EACH ANSWER MUST ALSP PASS TURN-IT-IN WITH LESS THAN 5%