What remaining questions do you have about the requirements for your career in psychology?

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Professional Requirements in Psychology

As you probably gathered from your exploration in the unit studies, professions in psychology carry a wide range of requirements and responsibilities ranging from professional credentialing, academic preparation, training, licensure, and more. Understanding the full range of requirements for your specialized interests and particular career is essential to ensuring you achieve your vision for contributing to the field of psychology. Use this discussion to clarify the requirements for your particular career path. Respond to the following questions:

  • Do your plans involve any particular license, certification, or other requirements? If so, are there restrictions to that license? For example, do you need to be supervised by a doctoral-level person or by someone with an advanced license?
  • Are there particular professional organizations that govern your specialized field?
  • What professionals and individuals would be helpful in your professional network to help you clarify these requirements and move forward in your career?
  • What remaining questions do you have about the requirements for your career in psychology?

What frustrations and difficulties would you have in proving your intellectual abilities?

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300-350 word response due by 12/08/2015; 6:00pm

 

Coping emotionally with a physical disability or health impairment presents a major problem for some children. Maintaining a sense of belonging can be difficult for a child who must frequently leave the classroom to participate in a therapeutic session or other health care routine. Differences in physical appearance and the need for assistive technology may cause further problems.

  • What laws or Acts are referenced when identifying children with ADHD as being in need of special education services?
  • Explain how a teacher should organize her classroom and adapt educational strategies to help peers and others become more accepting of a student with a physical disability or other health impairment (including AD/HD). How might this be different for children with severe or multiple disabilities?
  • Give examples of environmental modifications that enable people with physical or health impairments to more fully participate in day-to-day activities in schools and communities. Identify modifications that benefit or are useful for other people as well.
  • What are the arguments for and against students with severe disabilities attending their neighborhood schools versus segregated and/or clustered schools?
  • Imagine having “normal” intelligence in a body that is severely impaired.
    • What frustrations and difficulties would you have in proving your intellectual abilities?
    • What challenges would a teacher have in providing opportunities for you to succeed?

What threats to validity must you consider and avoid with your design?

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Assessing and Recommending Quantitative Research Designs

Last week and this week focused on types of quantitative research designs. For this assignment, you will select the design most appropriate for your research plan and justify your choice. Furthermore, you will be asked to explain why other designs were not appropriate.

To prepare for this Application:

  • Review Chapter 5, “Research Designs: Experiments” and Chapter 6, “Research Designs: Cross-Sectional and Quasi-Experimental Designs” in the course text Research Methods in the Social Sciences. What are the strengths and limitations of each of the designs presented in these chapters?
  • Consider the quantitative research plan you are developing and your research questions, hypotheses, and variables. What kind of design would you recommend for your plan? What is your rationale for this choice? What is your rationale for NOT selecting another design?
  • What threats to validity must you consider and avoid with your design? How might you increase internal and external validity?

The assignment:

  • Craft a 5- to 7-page paper in which you do the following:
    • Assess the strengths and limitations of each of the research designs presented in Weeks 2 and 3.
    • Recommend a quantitative design for your research plan. Include a rationale for why that design would be most appropriate.
    • For the designs that you did not choose, state why each one is not appropriate for your research questions, hypotheses, and variables.
    • Support your work with references to the literature.

Determine a suitable research goal.

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Evaluating Quantitative Design

 

A researcher must be knowledgeable of the different quantitative research designs and be able to effectively apply the best design as dictated by the research question. For this assignment, you will create a 3- to 4-page document following the directions below.

 

Part I

Compare Methods

Compare and contrast two research methods. Give an example of a situation (related to forensic counseling) in which each of the two chosen methods can be applied.

  • Experimental
  • Quasi-experimental
  • Correlational
  • Survey
  • Developmental

Part II

Answer Questions

In reference to one of the two example research scenarios that you discussed above in Part I, further explore by answering the following questions (apply these questions to your own research project):

 

  • Determine a suitable research goal.
  • Discuss what type of sampling could be used for this study.
  • Identify which types of research designs above (from Part I) would be most appropriate to use.
  • State your hypothesis of the expected results for this proposed study.

Your final product will be in a Microsoft Word document and be approximately 3–4 pages in length and utilize 2–3 scholarly sources in your research. Your paper should be written in a clear, concise, and organized manner; demonstrate ethical scholarship in accurate representation and attribution of sources; and display accurate spelling, grammar, and punctuation.

Correlation between Alcoholism and Parental Abuse

Research and Evaluation FP6030

December 16, 2015

Dr. Palmisano

Running head: CORRELATION BETWEEN ALCOHOLISM AND PARENTA ABUSE

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CORRELATION BETWEEN ALCOHOLISM AND PARENTA ABUSE

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Correlation between Alcoholism and Parental Abuse

 

Hypothetical Statements

N.B: The research question has been revised to “What is the relationship between alcoholism and parental abuse?”

The null hypothesis (H0): Children living with alcoholics are less likely to develop risky behaviors than children living with non-alcoholics (percentage of children living with alcoholics are less likely to develop risky behaviors< 82.2%).

Alternative Hypothesis (HA): Children living with alcoholics are likely to develop risky behaviors than children living with non-alcoholics (percentage of children living with alcoholics are likely to develop risky behaviors =82. 2%).

Reasons for Using Null Hypothesis in a Research

Many research materials use the null hypothesis statistical testing despite some reservations on its effectiveness. Levine et al. (2008) point out that null hypothesis statistical testing helps attaining a research objectivity and accuracy by ruling out sampling errors. Objectivity is attained on the basis of relying on the hypothesis to observe research outcomes while accuracy is achieved through precise decisions. Researchers use null hypothesis statistical tests in making decisions involving statistical values as well as quantifying the probability that such decisions could be wrong. It is on the basis of this reasoning that LeMire (2010) suggests that researchers are able to develop inferential decisions concerning the distribution of parameters and measures used in arriving at a conclusion concerning a subject matter under study. Null hypothesis statistical testing, if correctly applied, can help researchers in optimizing their endeavor.

How to Apply Null Hypothesis in Making Conclusions

Hypothesis testing is similar to a criminal trial, where a jury is expected to use available evidence to decide the reliability of two probable truths that is, innocence (H0) and guilty (HA). Just as it assumed that an accused is innocent until proven otherwise, a researcher should similarly assume that there is no relationship unless proven otherwise. Davis and Mukamal (2006) observe that a not guilty verdict in a criminal case does not imply innocence, but that a burden of proof is insufficient. In the same way, an investigator can reject a null hypothesis (known as the type I error) or fail to decline it; a decline does not imply that a null hypothesis is true. The researchers further posit that a hypothesis testing can similarly fail to decline a null hypothesis if the dependent and independent variables are associated that is, type II error. The probability of this false and negative conclusion is referred to as the beta. The power of the test (1-beta) implies a correct conclusion of rejecting the null hypothesis where there is a common relationship between the direct and indirect variables.

Relationship of the Hypothesis to the Problem

There is a direct relationship between the research problem and the alternative hypothetical statement. It is, therefore, a type two error as it is clear that harmful consumption of alcohol by parents can result in children leading to risky behaviors.

Feasibility of the Hypothesis

Hypothesis testing is significant for this research since a bigger sample size will be used. A hypothesis test on the data to ascertain the accuracy of the relationship between alcoholism and parental is feasible as a reliable test because of very many unknown factors.

Measurability and Testability of the Hypothesis

Statistical tools such as mean and standard deviation will be used to ascertain the number of children who are likely to develop risk health behaviors as a result of their parents’ alcoholism. Data will be collected from a measurable variable that is children, for the research study. The data will also be used to test the null and alternative hypotheses and a decision made on which hypothesis depend on.

 

 

 

 

 

 

 

 

 

 

References

Davis, R. B., & Mukamal, K. J. (2006). Statistical Primer for Cardiovascular Research. Circulation, 114, 1078-1082.

LeMire, S. D. (2010). An Argument Framework for the Application of Null Hypothesis Statistical Testing in Support of Research. Journal of Statistics Education, 18(2), 1-23.

Levine, T. R., Weber, R., Hullett, C., Park, H. S., & Lindsey, L. L. M. (2008). A critical assessment of null hypothesis significance testing in quantitative communication research. Human Communication Research, 34(2), 171-187.