Discuss how you will approach the leadership team and present how you have designed and will conduct this experiment.

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Assignment 2: RA 1: Experiment: An Organization’s Study of Training Programs Presentation

Individuals in the field of training and development need to be able to evaluate and compare various training methods to assure the best and most effective means to boost employee skills, improve staff performance, revitalize team dynamics, or encourage employee development and promotion.

For this assignment, you will design a faux experiment (you will design the experiment but will not actually conduct it). This experiment will compare different types of training modalities. You will include an explanation of how this task would be measured and achieved. It is a complex assignment that also builds on what you learned in your Research Methods course. Review the following definition, scenario, and directions to complete the assignment and summarize it in a presentation of approximately 6- to 8-slides.

Experimental Research Design Definition:

Morrison-Beedy and Melnyk (2012) provide a comprehensive definition for experimental research design:

The only type of research that allows us to draw conclusions about cause and effect relationships between an intervention or treatment and an outcome. A true experiment or randomized controlled trial is the strongest type of intervention study for testing cause and effect relationships. There are three components required in a true experiment: An intervention or treatment, a comparison or control group and random assignment of participants to experimental or comparison/control groups. (p. 1)

Scenario:

You are working as a consultant with a large national corporation and have been assigned the task to discover which training method option gives the best results for the organization. Specifically, leadership is interested in discovering which training modality has the best rate of training transfer.

Directions:

The training topic to compare will be “How to Design and Manage Effective Meetings.” In 6- to 8-slides (including detailed speaker’s notes), design an experiment that will compare the effectiveness of three different training modalities.

  1. Analyze the following training methods:
    • On-site training
    • Virtual training
    • No training (this is your control group)
  2. Design an experiment comparing three modalities of training. You should include “no training” as your control group.
    • Identify the three groups you will include in this experiment. What is included in these training modalities?
    • Identify the variables within this training study and explain how they will be manipulated or controlled.
    • Discuss how you will randomly assign your participants (i.e., employees in your organization) to each of these groups.
    • Analyze and determine the ethical considerations in such a study.
    • Determine how you will measure the results, particularly in regard to Kirkpatrick’s model.
  3. With all of these elements explored, the next step is presenting this information to leadership. Discuss how you will approach the leadership team and present how you have designed and will conduct this experiment.

Your final product will be a Microsoft PowerPoint Presentation approximately 6- to 8-slides in length (including detailed speaker’s notes). You will utilize three to five scholarly sources in your research (beyond your textbook). Your presentation 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.

Does your post contribute to continuing the discussion? Are your ideas supported with citations from the learning resources and other scholarly sources?

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Please no plagiarism and make sure you are able to access all resource on your own before you bid. Main references come from Capuzzi, D., & Stauffer, M. D. (2012) and/or American Psychological Association (2010). You need to have scholarly support for any claim of fact or recommendation regarding treatment. I have also attached my discussion rubric so you can see how to make full points. Please respond to all 3 of my classmates separately with separate references for each response. You need to have scholarly support for any claim of fact or recommendation like peer-reviewed, professional scholarly journals. I need this completed by 08/03/19 at 12pm.

Expectation:

Responses to peers. Note that this is measured by both the quantity and quality of your posts. Does your post contribute to continuing the discussion? Are your ideas supported with citations from the learning resources and other scholarly sources? Note that citations are expected for both your main post and your response posts. Note also, that, although it is often helpful and important to provide one or two sentence responses thanking somebody or supporting them or commiserating with them, those types of responses do not always further the discussion as much as they check in with the author. Such responses are appropriate and encouraged; however, they should be considered supplemental to more substantive responses, not sufficient by themselves.

Read a your colleagues’ postings. Respond to your colleagues’ postings.

Respond in one or more of the following ways:

· Ask a probing question.

· Share an insight gained from having read your colleague’s posting.

· Offer and support an opinion.

· Validate an idea with your own experience.

· Make a suggestion.

· Expand on your colleague’s posting.

1. Classmate (C. Fri)

Needs That Clients Have

Clients coming in for vocational counseling services may end up finding that they have mental health or substance abuse counseling needs as well. Mental health problems can also arise due to stress or unhealthy issues happening within the client’s workplace. Clients may end up using substances to cope with the stress and anxiety that they are feeling from their place of work (Capuzzi & Stauffer, 2012).

Interplay Between the Needs

Needing mental health or substance abuse counseling makes the client’s vocational counseling services more complex. With that being said, all issues must be handled properly in order for the client to find success within their vocational counseling sessions. New techniques have surfaced that contain early interventions for those managing severe mental illness. Medications have also come out that can bring those suffering from mental illness with success in a career. The Americans With Disabilities Act has helped those with mental illness to have more successful career options and reduced barriers when looking for employment. The Stages of Change has proved effective for those wanting vocational services that are suffering from substance abuse. Motivational Interviewing has also helped those with substance abuse issues wanting to work. Overall, the counselor will want to help those with mental health or substance abuse issues find their identity in order to be successful in vocational counseling (Capuzzi & Stauffer, 2012).

Specific Challenges

Some clients may not understand how their mental health issues are directly impacting their career. On the other hand, some clients may not understand how their career is impacting their mental health issues. Also, some clients may not be privy on the idea of changing their substance abuse behaviors in order to find success in their vocational counseling. As a vocational counselor, one would want to assist their clients to find health, happiness, and fulfillment within a career. Getting the clients to understand that their environment plays a very important part in their health and happiness is key in situations like these. Showing empathy, reflecting on past experiences, role-playing specific scenarios, and supporting the client to find self-efficacy are very important when dealing with vocational clients struggling with mental health or substance abuse issues (Capuzzi & Stauffer, 2012).

Reference

Capuzzi, D. & Stauffer, M. (2012). Career counseling: foundations, perspectives, and applications. New York: Routledge.

2. Classmate (L. N-G)

Multiple Needs of Clients with Mental Health/Substance Abuse Concerns Regarding Career Development and Explanation of Interplay Between the Two

There are career related challenges that individuals with mental health issues face. A number of considerations determine the necessity of and opportunity for career counseling with clients in this setting.  Three examples of multiple needs that clients may have regarding mental health issues and career development are: individuals with personality disorders, those who have various forms of depression, and those who exhibit symptoms of anxiety related disorders including social phobia and posttraumatic stress disorder. Because of the prominence of work in the lives of most individuals, those with personality disorders experience many work-related difficulties and problematic career choices. Research has indicated a significant positive relationship between depression and career indecision and between depression and dysfunctional career thought, and a negative relationship between depression and vocational identity. Anxiety produce feelings of apprehension and fearfulness and may be severe enough to limit everyday workplace behaviors. (Capuzzi & Stauffer, 2012).

Challenges of Counselor Working with Mental Health/Substance Abuse Clients

Counselors are faced with different challenges when it comes to working with clients affected by mental health issues and those challenges are more complex depending on the nature of the mental health issue. With clients who do not possess cognitive clarity, counselors should postpone addressing career concerns until cognitive clarity is attained. Counselors may face diversity issues when working with clients that have mental health issues and should understand their needs in context. A last challenge for counselors working with individuals that are affected by mental health issues is that few counselors are skilled in offering services to all clients with all disorders, and this deems that counselors need to broaden their conceptions of career counseling to consider their clients mental health concerns. (Capuzzi & Stauffer, 2012).

Addressing Challenges of Working with Mental Health/Substance Abuse Clients

Assisting individuals to gain career competence through implementation of authentic career-related goals is a mental health modality- a primary treatment intervention (Capuzzi & Stauffer, 2012). Addressing the challenges of working with clients who are affected by mental health issues can be done successfully when the counselor is fluent with various methods and interventions that are proved to be effective with such clients. Whether counselors work in career or mental health settings, they must use assessment methods in making sound decisions so that their interventions fit the needs of their clients (Capuzzi & Stauffer, 2012). Because the nature of mental health illness may preclude some individuals from reaching the level of career achievement that others may accomplish, it is important to bear in mind that the definition of career includes not only work but all other life roles as well (Capuzzi & Stauffer, 2012).

Reference:

Cappuzzi, D. & Stauffer, M. (2012). Career counseling: foundations, perspectives, and applications. New York: Routledge.

3. Classmate (Y. Tho)

Multiple Needs

Career counseling for individuals with work stress and depression along with low self-esteem. In 1987, a Gallup survey partially sponsored by the National Career Development Association found that more than 30% of those surveyed (N = 1,006) reported that job stress interfered with their ability to perform, along with maintaining personal relationships and also affected their physical health. Stress can be a threat to mental health in the workplace. Feelings of hopelessness and powerlessness, racial anger, disparity in earnings, and rapid change can be stressors (Parmer & Rush, 2003). Although stress itself is neither good nor bad, there are optimal levels of stress. Stress occurs when an imbalance occurs between perceived external demands and the individual’s perceived capability to adequately respond to these demands. The individual may be unable to build an internal and personal resources necessary to counteract stress effectively. Stressors such as role overload, role ambiguity, interpersonal conflict, underemployment, and job loss are major causes of psychological and physiological stress. This can as build into many physical symptoms, including such common conditions as headaches, sleep disorders, anxiety and depression, lowering of self-esteem, substance abuse, and family disruption and abuse (Guindon & Smith, 2002 as cited in Capuzzi & Stauffer, 2012). Physiological problems such as many cardiovascular and digestive disorders are commonly attributed to stress reactions. Accidents, interpersonal conflicts, marital and family discord, apathy, and dissatisfaction are often attributable to stress Many of these symptoms may also be indicative of depression and anxiety.
Challenges

Mental health practitioners and career counselors alike can play a major role in helping their clients manage stress in the workplace. Initially, they can assist their clients in recognizing symptoms of stress. This role is perhaps one of the most important ones counselors can have. Stress is so closely related to other mental health disorders that managing stress may serve as preventative intervention. Stress management techniques can be incorporated into career and life planning programs for people with the disorders (Capuzzi &Stauffer, 2012). The challenge as a mental health professional is to identify the cause of stress, for example is it work, home, drug addition or mental illness. Many clients come into counseling just wanting the counselor to fix the problem. We have to work with them to identify where their stress generated.

References

Cappuzzi, D. & Stauffer, M. (2012). Career counseling: foundations, perspectives, and applications. New York: Routledge.

Required Resources

· Capuzzi, D., & Stauffer, M. D. (2012). Career counseling: Foundations, perspectives, and applications. (2nd ed.). Boston, MA: Pearson Education.

  • Chapter 14, “Career       Counseling in Mental Health and Private Practice Settings”
  • Chapter 18, “Career       Counseling and Lifestyle Planning for Clients with Addictive       Behaviors”

Document

Website

· National Career Development Association. (2015). Internet sites for career planning. Retrieved from www.ncda.org/aws/NCDA/pt/sp/resources

Evaluate the research questions and hypotheses using the Research Questions and Hypotheses Checklist as a guide · Identify the type of quantitative research design used and explain how the researchers implemented the design

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Resources for this week please apply to answer

Babbie, E. (2017). Basics of social research (7th ed.). Boston, MA: Cengage Learning.

· Chapter 5, “Conceptualization, Operationalization, and Measurement”

Burkholder, G. J., Cox, K. A., & Crawford, L. M. (2016). The scholar-practitioner’s guide to research design. Baltimore, MD: Laureate Publishing.

· Chapter 4, “Quantitative Research Designs”

·

Research Questions and Hypotheses Checklist

Use the following criteria to evaluate an author’s research questions and/or hypotheses.

Look for indications of the following:

• Is the research question(s) a logical extension of the purpose of the study?

• Does the research question(s) reflect the best question to address the problem?

• Does the research question(s) align with the design of the study?

• Does the research question(s) align with the method identified for collecting data?

If the study is qualitative, does the research question(s) do as follows?

• Relate the central question to the qualitative approach

• Begin with What or How (not Why)

• Focus on a single phenomenon

• Use exploratory verbs

• Use nondirectional language

• Use an open-ended format

• Specify the participants and research site If the study is quantitative:

• Do the descriptive questions seek to describe responses to major variables?

• Do the inferential questions seek to compare groups or relate variables?

• Do the inferential questions follow from a theory?

• Are the variables positioned consistently from independent/predictor to dependent/outcome in the inferential questions?

• Is a null and/or alternative hypothesis provided as a predictive statement?

• Is the hypothesis consistent with its respective research question?

• Does the question(s) and/or hypothesis specify the participants and research site? If the study is mixed methods, do the research questions and/or hypotheses do the following?

• Include the characteristics of a good qualitative research question (as listed above)

• Include the characteristics of a good quantitative research and/or hypothesis (as listed above)

• Indicate how the researcher will mix or integrate the two approaches of the study

• Specify the participants and research site

• Convey the overall intent of the study that calls for a mixed methods approach

Discussion: Evaluating Research Questions, Hypotheses, and Quantitative Research Designs

With a clear purpose in place, quantitative researchers have a roadmap for crafting their research questions and hypotheses that will further focus the approach they will take to investigate their topic (i.e., their study’s research design).

The selection of a research design is guided by the study’s purpose and research questions and hypotheses, and the design then links the research questions and hypotheses to the data that will be collected. You should keep in mind, however, that the research process is interactive, not necessarily proceeding in a linear fashion from one component to the next. Rather, the writing of research questions could, for example, necessitate adjustments to the study’s purpose statement. Nevertheless, when presented together, the various components of a research study should align. As you learned last week, alignment means that a research study possesses clear and logical connections among all of its various components.

In addition to considering alignment, when researchers select a research design, they must also consider the ethical implications of their choice, including, for example, what their design selection means for participant recruitment, procedures, and privacy.

For this Discussion, you will evaluate quantitative research questions and hypotheses in assigned journal articles in your discipline and consider the alignment of theory, problem, purpose, research questions and hypotheses, and design. You will also identify the type of quantitative research design the authors used and explain how it was implemented. You will also complete online training in the protection of human research participants.

With these thoughts in mind, refer to the Journal Articles document for your assigned articles for this Discussion. If your last name starts with A through I, use Article A. If your last name starts with J through R, use Article B. If your last name starts with S through Z, use Article C.

By Day 4

Post a critique of the research study in which you:

· Evaluate the research questions and hypotheses using the Research Questions and Hypotheses Checklist as a guide

· Identify the type of quantitative research design used and explain how the researchers implemented the design

· Analyze alignment among the theory, problem, purpose, research questions and hypotheses, and design

Be sure to support your Main Issue Post and Response Post with reference to the week’s Learning Resources and other scholarly evidence in APA Style.

This article is part of discussion please read and apply to answer

Ivcevic, Z., & Brackett, M. A. (2015). Predicting creativity: Interactive effects of openness to experience and emotion regulation ability. Psychology of Aesthetics, Creativity, and the Arts, 9(4), 480–487. doi:10.1037/a0039826

What are the most important things a parent should be looking for when deciding placement in a     preschool?

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When evaluating a preschool one of the things some parents will look at is academics that are taught to their child.

1- What are the most important things a parent should be looking for when deciding placement in a

preschool?

2-  How do parents evaluate skill development with regards to problem solving, make-believe and artistic activities within

a preschool?  Explain why these factors may be important for this evaluation?

 

Criteria/ 300 Level   Forum Rubric

Possible Points

Student Points

 

Initial post

 

Analyzed the   question(s), fact(s), issue(s), etc. and provided well-reasoned and   substantive answers.

20

 

Supported ideas and   responses using appropriate examples and references from texts, professional   and/or academic websites, and other references.  (All references must be   from professional and/or academic sources. Websites such as Wikipedia,   about.com, and others such as these are NOT acceptable.)

20

 

Post meets the 300   word minimum requirement and is free from spelling/grammar errors

10

 

Timeliness:    initial post meets the Wed deadline

10

CHFD 308 | WEEK 7
Cognitive Development in Early Childhood

In this lesson, you will learn about four main ideas that revolve around cognitive development in early childhood. In general, early childhood is roughly between the ages of two and seven years old. Children go through great amounts of change during this time of their life, especially in the realm of cognitive development and advancement.

TOPICS TO BE COVERED INCLUDE:

· The advances in mental representation during the preschool years, including changes in make-believe play

· The advances in attention, memory, and problem-solving during childhood

· The development of vocabulary, grammar, and conversational skills in early childhood

· The factors that support language learning in early childhood

Advances in Mental Representation

Make-believe play has spurred enormous amounts of research, especially made by psychologist and developmental biologist Jean Piaget. Jean Piaget believed that sensorimotor activity is truly what leads to internal images of experience. In other words, he believed that significant advances are made in mental representation as children move from sensorimotor thought to preoperational thoughts.

MENTAL REPRESENTATION

REPRESENTATIONAL SCHEMES

SOCIO-DRAMATIC PLAY

MAKE-BELIEVE PLAY CONTRIBUTES TO DEVELOPMENT

LANGUAGE ROLE IN COGNITIVE DEVELOPMENT

How Make-Believe Develops

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· As a result of conducted research it is observed that make-believe play develops in stages. There are three important changes that reflect the preschool child’s growing symbolic mastery.

Benefits of Make-Believe Play

· BENEFIT OF MAKE-BELIEVE PLAY

· SOCIODRAMATIC PLAY

· IMPROVEMENTS IN COGNITIVE CAPACITY

· METACOGNITION

Undoubtedly, children benefit when they participate in make-believe play. Not only does make-believe play reflect the way children are thinking and cognitively developing, but it also contributes to or has an effect on children’s cognitive and social skills.

Information Processing

Over the course of early childhood, brains mature and more real-world experiences happen on a daily basis. As a result of that, advances in information processing, such as attention, memory, and problem solving, start taking place. These happenings allow children to become more efficient thinkers and grow metacognitively. It is through these practices that children begin to process information.

Information processing is a term for the cognitive operations and mental strategies that children use to make connections with and transform events and experiences into their mental systems. The various components of executive function that enable children to succeed in cognitively challenging situations – attention, impulse control, working memory, and planning – show impressive gains, leading to more efficient and flexible ways of manipulating information and solving problems, at this stage.

Facets of information Processing: Attention and Memory

Most of us have had conversations about “attention span.” Some people have greater attention spans than others, where they can hold their focus on something for a longer period of time. It is important to note that children’s attention is developed as their information processing develops.

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· Attention is selecting certain events or objects to focus on long enough to gain needed information without being distracted.

Recognition, Recall, and Episodic Memory

· Recognition

· Recall

· Episodic

Memory can also be broken into several other categories: recognition, recall, and episodic.

RECOGNITION

RECALL

EPISODIC

Problem Solving

Problem-solving is the mental process of recognizing, discovering, defining, identifying alternative plans to resolve, choosing a plan, organizing steps, implementing steps, and evaluating the outcome.

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· Problem-solving is a type of information processing. The act of planning shows improvement during early childhood. The child’s ability to think ahead about a sequence of acts or a series of steps is complex thinking. Children this age are especially successful at completing this task if the task is simple and familiar, which is related to their working memory.

Metacognition, Theory of the Mind

· DEFINITION OF METACOGNITION

· METACOGNITION AT AGES 1 AND 2

· METACOGNITION AT AGE 3

· METACOGNITION AT AGE 4

Metacognition is reflection on one’s own thought processes; the “theory of mind.” As mental representation and problem-solving improve, children begin to reflect on thought processes. In other words, they begin to construct a ‘theory of mind: a coherent set of ideas about mental activities. As with many other areas of thinking related to the brain, in this case, the left-prefrontal cortex is utilized.

Speech and Language Development

The first three years of a child’s life are essential when it comes to speech and language development. It is during these years that children journey through vocabulary building, grammar rules, and become conversational beings. This intense period of language acquisition is essential for children so they can continue to develop such skills.

EARLY LANGUAGE DEVELOPMENT

COMMUNICATION RELATED TO COGNITIVE DEVELOPMENT

INFANTS’ SPEECH RECOGNITION

COMPONENTS OF LANGUAGE DEVELOPMENT

Vocabulary

Vocabulary is the body of words known to someone. It builds slowly, then rapidly turns into babbling, then becomes more meaningful speech. The timeline below describes the growth of the average child’s vocabulary.

INFANCY

TODDLER

PRESCHOOLER

FAST MAPPING

FIRST NOUNS, THEN VERBS

BOOTSTRAPPING

Grammar

Grammar is how words are combined into meaningful phrases and sentences.

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· At age two, children begin speaking in simple sentences and follow the subject-verb order for English speaking children. Children that communicate in other languages use the word order pattern that they hear.

Conversation

Conversation is when there is engagement in effective and appropriate communication. When participating in a conversation, children need to understand that when talking, it is important to take turns. They also need to know that conversations need to stay on a topic. They need to state the message clearly if they want to convey information. And further, children must conform to their culture’s language rules, called pragmatics.

 

Age

Milestone

 

Birth to 3 months

Attend to speaker’s   mouth or eyes; move in response to voice; express feelings by cooing,   gurgling, crying; tries to imitate sounds.

 

4 to 6 months

Exchange facial   expressions (like smiling), vocalize to objects; laugh; babble to gain   attention; show pleasure by vocalizing; listen to others’ conversations.

 

7 to 9 months

Continue making and   repeating babbling sounds, start adding gestures to noises being made.

 

9 to 12 months

Use body language and   facial expression to convey feelings.

 

12 to 24 months

Carry on conversations   with toys, self, and others.

 

By 2 years

Skilled conversationalist;   taking turns talking; can respond and ask questions.

 

By 3 years

Sustains interaction   over several turns in a conversation; maintains topic of conversation.

 

By 4 years

Adapt to social   expectations; adapt to stereotypical expectations; for example: more dominant   when playing male roles, more polite when playing female roles.

Language Learning Support

· THE INFLUENCE OF SIBLINGS

· RICH ADULT CONVERSATION BENEFITS LANGUAGE SKILLS

· CONVERSATIONS

· CORRECTING ERRORS

If a child has siblings, then that child is immersed in conversation between siblings and parents and may try to join in on conversations. Having siblings is related to pragmatics.

Children monitor conversations between siblings and parents and may even try to join in the conversation. When the child who is developing their language skills does get to interact in the conversation, the conversations last longer and more turns are taken during talking.

Correcting Inaccuracies

Two strategies are effective and lead to long-lasting improvements to help correct children’s incorrect speech: recasts and expansions.

RECASTS

EXPANSIONS

ASSISTING LOW SES CHILDREN

TECHNOLOGY NOT PREFERRED

CHILDCARE

Literacy

Literacy is the ability to read and write, which is highly intertwined with language skills development. The path to literacy competency begins at birth. This can be done through book-sharing, reading together, telling stories, singing songs, and conversations. Early learners need a strong foundation in oral language; they need to both hear and speak with others. Children need to be immersed in language practices and reading. Children should also understand that print is a tool for sharing meaning and is another way to communicate. This is called “print awareness.” Children become aware of the print-rich environment when they see adults reading and writing.

Knowledge Check

1

Question 1

One of these is not an outcome of make-believe play. Which one is it?

 

Language   and literacy skills are enhanced.

 

Children   tend to be more scared.

 

Social   skills are enhanced.

I don’t know

One attempt

Submit answer

You answered 0 out of 0 correctly. Asking up to 2.

Lesson Overview

In order for children’s language skill, development, and acquisition to grow, they must be exposed to opportunities to communicate with themselves, other children, and adults that use rich vocabulary. Based on research, there are several different stages (ages) at which we can expect children to start participating in make-believe play; start understanding metacognition; start communicating with others, both real and make-believe, both alive and imaginary, objects, etc.; and start understanding grammar. Exposure to these practices will improve language skills and practices.

Key Terms:

MENTAL REPRESENTATION

METACOGNITION

INFORMATION PROCESSING

ATTENTION

MEMORY

WORKING MEMORY

LONG-TERM MEMORY

IMPLICIT (NON-DECLARATIVE)

EXPLICIT (DECLARATIVE)

RECOGNITION

RECALL

EPISODIC

PROBLEM SOLVING

METACOGNITION (THEORY OF MIND)

MENTAL REPRESENTATION

VOCABULARY

GRAMMAR

CONVERSATION

LITERACY

Works Cited:

· (2010, September 24). Early childhood: physical and cognitive development. Retrieved from http://psychology.illinoisstate.edu/aehouse/213/units/7_early_childhood.htm

· Overlapping Waves – Robert Siegler et al. (n.d.). Retrieved from https://quizlet.com/47019858/overlapping-waves-robert-siegler-et-al-flash-cards/