Evaluate the required articles for this week and describe the  assumptions the instructors might have to set aside as they enter into a qualitative research study.

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Philosophical Differences Between Qualitative and Quantitative Paradigms and Approaches

Prior to beginning work on this discussion, read Chapter 1 in the Frost e-book, Qualitative Research Methods in Psychology, and the required journal articles for this week. Also review last week’s PSY635 Week Two Discussion Scenario (Links to an external site.)Links to an external site.. In that scenario, the three instructors realized there are limits to the insights they can gain through anonymous counting of discussion posts. The instructors would like to answer two additional research questions: (a) How do their students actually feel about the intervention? and (b) How do students view the influence of the intervention on their learning inside and outside of the classroom (if applicable)?

In your initial post, compare the characteristics of appropriate research designs and recommend a qualitative research design that would facilitate answering the instructors’ additional questions. Explain the philosophical paradigm underlying the recommended approach. Evaluate the required articles for this week and describe the  assumptions the instructors might have to set aside as they enter into a qualitative research study. Be sure to identify any ethical issues that may apply to the research. Review the characteristics of the quantitative approach you described in the Week Two discussion. Explain the ways in which the quantitative approach and paradigm differs from the qualitative approach and paradigm you have recommended here.

identify a potential ethical issue in qualitative research and explain how it might influence design decisions.

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Typically, when speaking of validity, qualitative researchers are referring to research that is credible and trustworthy, i.e., the extent to which one can have confidence in the study’s findings (Lincoln & Guba, 1985). Generalizability, a marker of reliability, is typically not a main purpose of qualitative research because the researcher rarely selects a random sample with a goal to generalize to a population or to other settings and groups. Rather, a qualitative researcher’s goal is often to understand a unique event or a purposively selected group of individuals. Therefore, when speaking of reliability, qualitative researchers are typically referring to research that is consistent or dependable (Lincoln & Guba, 1985), i.e., the extent to which the findings of the study are consistent with the data that was collected.

Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Thousand Oaks, CA: Sage.

Post an explanation of two criteria for evaluating the quality of qualitative research designs. Next, explain how these criteria are tied to epistemological and ontological assumptions underlying philosophical orientations and the standards of your discipline. Then, identify a potential ethical issue in qualitative research and explain how it might influence design decisions. Finally, explain what it means for a research topic to be amenable to scientific study using a qualitative approach. I have attached two article that can help with the post.

Explain how your perspective might influence your future work as a counselor. Justify your response with references to this week’s Learning Resources and the current literature.

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Please no plagiarism and make sure you are able to access all resource on your own before you bid.

 

Discussion 1: Are Individuals Powerless to Change?

Consider the following perspectives offered in two popular films:

“Our lives and our choices, like quantum trajectories, are understood moment-to-moment. At each point of intersection, each encounter, suggests a new potential direction” (Arndt, Tykwer, Wachowski, & Wachowski, 2012).

“You can’t interfere with destiny, that’s why it’s destiny. If you try to interfere, the same thing is going to happen anyway and you’ll just suffer” (Berger & Payne, 1999).

Legends, fairy tales, books, and movies have long since illustrated the debate between destiny and choice. When it comes to a person’s ability to change, which do you believe: Are individuals predestined to endure their inborn challenges, or can they choose to rise above their tribulations? Is a wealthy son meant to follow in the steps of his father, or can he forge his own path? Can those suffering from addiction overcome their weaknesses, or are they powerless to their vices?

For this Discussion, review this week’s Learning Resources. Reflect on people in your own life, as well as those you may have worked with, read about, or seen on TV or through media. Identify whether you perceive change to be possible. Then, consider how your personal perception might impact your work as a counselor. For example, if you perceive individuals to be incapable of change, how might this influence the counseling strategies and approaches you employ with clients?

Post by Day 3 your perspective on whether people are powerless to change, including why or why not. Explain how your perspective might influence your future work as a counselor. Justify your response with references to this week’s Learning Resources and the current literature. Be specific and use examples from your personal experience as appropriate.

 

Readings

  • Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson Education.
    • Chapter 1, “Organizing Themes in Development” (pp. 2-38)
  • Kandler, C. Bleidorn, W., Riemann, R., Spinath, F. M., Thiel, W., & Angleitner, A. (2010). Sources of cumulative continuity in personality: A longitudinal multiple-rater twin study. Journal of Personality and Social Psychology, 98(6), 995–1008.
    Retrieved from the Walden Library databases.
  • Overton, W. F., & Ennis, M. D. (2006). Cognitive-developmental and behavior-analytic theories: Evolving into complementarity. Human Development, 49(3), 143–172.
    Retrieved from the Walden Library databases.
  • Sameroff, A. (2010). A unified theory of development: A dialectic integration of nature and nurture. Child Development, 81(1), 6–22.
    Retrieved from the Walden Library databases.
  • Thelen, E. (2005). Dynamic systems theory and the complexity of change. Psychoanalytic Dialogues, 15(2), 255–283.
    Retrieved from the Walden Library databases.
  • Document: Final Project Guidelines (PDF)
    Note: This information is also located on the Final Project Guidelines page in the left navigation area.

Media

  • Laureate Education (Producer). (2013k). Perspectives: Using lifespan development [Video file]. Retrieved from https://class.waldenu.eduNote: The approximate length of this media piece is 10 minutes.

    The presenter in this week’s media discusses how counselors are using lifespan development to support clients and inform their counseling approaches.Accessible player –Downloads–Download Video w/CCDownload AudioDownload Transcript

What information/data did you gather from the DSM-5 Parent/Guardian-Rated Level 1 Cross-Cutting Symptom Measure?

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Read the Case Study for “Johnny” and review/score the DSM-5 Parent/Guardian-Rated Level 1 Cross-Cutting Symptom Measure—Child Age 6–17 form completed by the mother (attached).

Write a 500-750-word paper about Johnny and your findings. Include the following in your paper:

  • What information/data did you gather from the DSM-5 Parent/Guardian-Rated Level 1 Cross-Cutting Symptom Measure?
  • What will you do next based on the information from the Level 1 Measure?
  • Identify the appropriate principal and provisional DSM diagnoses for “Johnny” and the rationale for each diagnosis given.
  • What additional information do you need to either rule-in or rule-out the provisional diagnosis? Develop 5 questions you would ask (and to whom) to gather more information to support your decision. Provide a rationale for each question proposed.
  • As a crisis counselor in a hospital setting, you will most likely come in contact with patients only once for an initial assessment. After the assessment is completed and you have identified the principal and or provisional diagnosis, what referrals and treatment recommendations would you make for Johnny?

At least five scholarly references in addition to the textbook in your paper to substantiate your findings.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

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