Which of the following is NOT a tip for choosing a co-leader?a.Share all aspects of planning and running the group.b.Work with leaders with whom you can have a cooperative and honest relationship.c.Find people who are the same age as you.d.Interview all prospective co-leaders.

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QUESTION 1

  1. “Empowerment” primarily deals with the issue of _____a.primacy.b.linkage.c.self-advocacy.d.justice modeling.

5 points  

QUESTION 2

  1. Which of the following is a possible disadvantage of group counseling?a.Higher cost.b.More one-on-one focus.c.Some people do not feel safe in a group.d.Lack of real learning.

5 points  

QUESTION 3

  1. Gestalt groups focus on _____a.historical exploration.b.family systems.c.here-and-now interactions.d.listening skills.

5 points  

QUESTION 4

  1. “Tandeming” is _____a.a group skill.b.a form of member resistance.c.a problematic co-leader communication pattern.d.a curative factor only available in co-facilitated groups.

5 points  

QUESTION 5

  1. The primary problematic elements of dual relationships involve _____a.trust and mistrust.b.social justice and oppression.c.power differential and exploitation.d.role shift and role combining.

5 points  

QUESTION 6

  1. In developing your own theory, you should find a congruence between _____a.your beliefs and the group’s beliefs.b.your beliefs and your professor’s beliefs.c.the philosophy of the theory and the rules of your site.d.the philosophy of the theory and your beliefs.

5 points  

QUESTION 7

  1. Advertising and networking are two critical pieces of which step of group creation?a.Reaching out.b.Forming.c.Marketing and recruiting.d.Setting up.

5 points  

QUESTION 8

  1. One distinct advantage of group over individual counseling is the ability to _____a.work on goals.b.terminate effectively.c.choose a theory.d.discover others.

5 points  

QUESTION 9

  1. Adlerian theory focuses on human beings in _____a.a vocational context.b.a social context.c.a psychosexual context.d.an academic context.

5 points  

QUESTION 10

  1. One benefit of consulting the literature about your group idea is that it _____a.prevents you “reinventing the wheel.”b.improves your reading skill.c.expands your profit margin.d.covers your ethical obligation.

5 points  

QUESTION 11

  1. The division of the American Counseling Association that focuses on group work is _____a.American Group Work Association.b.Association of Group Work.c.American Group Society.d.Association for the Specialists in Group Work.

5 points  

QUESTION 12

  1. This leadership style is egalitarian in orientation and participation by all group members in establishing goals is encouraged.a.Democratic.b.Assertive.c.Process Observer.d.Explorer.

5 points  

QUESTION 13

  1. The group providing an immediate, first-hand opportunity for the group members to change their perceptions and to practice more mature social living is an example of _____a.cohesion.b.reality testing lab.c.linking.d.extrapolation.

5 points  

QUESTION 14

  1. The “curative factors” were established by _____a.Homeyer.b.Siepmann.c.Morrison.d.Yalom.

5 points  

QUESTION 15

  1. The curative factor that helps people feel that they are not alone or isolated with the “uniqueness” of their problems is _____a.linking.b.altruism.c.universality.d.congruence.

5 points  

QUESTION 16

  1. Pregroup interviews can be used to _____a.orient the member to the group.b.go over group rules.c.assess if the member is a good fit for the group.d.all of the above.

5 points  

QUESTION 17

  1. Which of the following is NOT a tip for choosing a co-leader?a.Share all aspects of planning and running the group.b.Work with leaders with whom you can have a cooperative and honest relationship.c.Find people who are the same age as you.d.Interview all prospective co-leaders.

5 points  

QUESTION 18

  1. If the group leader moves out of an ethnocentric lens and more fully recognizes the richness of the cultural elements of each member, which dimension is being experienced?a.Justice potential.b.Creativity.c.Multi-leveled linking.d.Multicultural integration.

5 points  

QUESTION 19

  1. Confidentiality in group work _____a.cannot be guaranteed.b.can be guaranteed.c.applies only to counseling groups.d.is protected by law.

5 points  

QUESTION 20

  1. Two common types of co-leader incompatibility include _____a.political and financial.b.theoretical and personality.c.religious and spiritual.d.racial and family of origin.

5 points  

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Descriptive statistics of the scale that you are constructing and other scales used for validity analysis – M, SD, Min, Max (3 points) Information about the analysis of inter-item consistency

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PSY 3094 Psychological Measurement – Scale Construction Project

The aim of this project is to develop a scale measuring a construct related to psychology and to report its psychometric properties. You will work in groups and prepare a report including the following componets given in the table below. The Assessment Rubric summarizes the details that should be included in each part of the report and how they will be graded. Please submit a copy of this rubric with your paper for grading.

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Title Page

including the title of the project, the Group No/Name, the Name, Surname and Student No of the group members

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Main Text

organized in subtitles of Introduction, Preparation of the Scale, Data Collection, Data Analysis, Evaluation of the Scale

References

in APA style

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Appendices:

You should refer to the relevant appendices in text

Adapted from Improving Student Learning through Classroom Action Research: A Guide to Becoming an Action Research; Florida Department of Education https://tr.scribd.com/doc/132663674/action-research-assignment-and-rubric

SCALE CONSTRUCTION PROJECT ASSESSMENT RUBRIC

Group No / Name: ____________________________________________________ Title of Project: _________________________________________________________

Section

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REQUIREMENTS & POINTS

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POINTS RECEIVED

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Introduction

5 points

3 points

0 points

…

A detailed description/definition of the construct that you are measuring

An adequate description/definition of the construct that you are measuring, but some important details are missing.

No definition of the construct that you are measuring

5 points

3 points

0 points

…

A detailed – clear description of the importance of measuring the construct

The importance of measuring the construct is stated, but why it is important is not clear.

The importance of measuring the construct and its reasons are not stated.

10 points

5 points

0 points

…

A detailed-clear description/definition of the variable that will be measured for criterion-related/construct validity and why it is selected/how it is related to the construct that you are measuring.

The variable that will be measured for the criterion-related/construct validity is described/defined, but why it is selected/how it is related to the construct that you are measuring is not clear.

No description/definition of the variable that will be measured for the criterion-related/construct validity and no statement about why it is selected

Preperation of the Scale

First version of the scale

  • –  Detailed description of how the first items are created (3 points)
  • –  presentation of the items (in Appendix) (5 points)
  • –  information about the scaling method (2 points)

…

Analysis of Content validity

  • –  Characteristics of experts (number, age, gender, their expertise level)(2 points)
  • –  How experts rated the items (2 points)
  • –  The results of experts’ ratings (3 points)
  • –  Content validity coefficient (3 points)

…

Finalization of the Scale

  • –  the solution for the items on which the experts do not agree (2 points)
  • –  the final list of the items (in Appendix) (2 points)
  • –  how the scoring of the scale should be done. ( 1point)

…

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Data Collection

Sample

  • –  the number of participants (1 points)
  • –  how the participants are recruited ( 2 points)
  • –  demographic characteristics of participants (required : Age (M, SD, Min, Max), gender distribution; optional:
    education level, SES, other characteristics that are important for the construct you are measuring etc.) (2 points)

…

Measures/Instruments
– demographic information form & presentation in Appendix (3 points)

Information about how the variable that is included for the criterion-related/construct validity is measured. If via a questionnaire, then

  • –  when and by whom the questionnaire is developed (1 point)
  • –  the number of items and the scale used for the rating (2 points)
  • –  how the score is computed (1 point)
  • –  psychometric properties of the original questionnaire and also in your data (2 points)
  • –  presentation of the questionnaire in Appendix (1 point)

…

Procedure

  • –  consent form (1 point)
  • –  presentation of consent form in Appendix (1 point)
  • –  order of the measures (1 point)
  • –  paper-pencil vs. online (1 point)
  • –  duration (1 point)

…

Data Analysis

Descriptive statistics of the scale that you are constructing and other scales used for validity analysis – M, SD, Min, Max (3 points)

Information about the analysis of inter-item consistency

  • –  how it is calculated (2 points)
  • –  report of the coefficient (3 points)
  • –  Interpretation of the score for inter-item consistency (high-low etc, whether it will change if some items are
    deleted) (3 points)
  • –  Report of SEM (3 points)
    Information about the analysis of the criterion-related/construct validity
  • –  How it is calculated (3 points)
  • –  Report of the validity coefficient (3 points)
  • –  Interpretation of the score (5 points)
    Optional: Information about the analysis of split-half reliability (5 additional points)

…

Evaluation of the Scale

Evaluation of the scale that you are developing in terms of its reliability and validity (5 points) Limitations of the study (sample, problem of restricted range, procedural problems etc.) (3 points) A general conclusion ( 2 points)

…

References

5 points

2 points

0 points

…

All citations appearing the text match the reference list. The reference list is consistent in APA style and error free.

References partially match text citations. Reference list is inconsistent with regard to APA style.

References missing or do not match citations. Reference list is not consistent with APA style.

Discuss the usefulness of the operational definitions for the constructs in this study. How could they have been defined differently?

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Quantitative Tools

Make sure the quantitative article that you selected in Unit 1 will allow you to thoroughly address all of the points required for this discussion. Using the information from this week’s readings, complete the following:

  • Identify the instrument or instruments used to quantify the data, the level of measurement for each instrument, and the statistics used to analyze the data.
  • Identify and describe the constructs, variables, and operational definitions included in the research. Do not just list terms. Include a description of how the researcher defined these.
  • Describe the cognitive tool used to interpret the data. Possibilities include deductive logic, inductive reasoning, scientific method, or critical thinking.
  • Discuss the usefulness of the operational definitions for the constructs in this study. How could they have been defined differently? Were the operational definitions sufficient to allow the researcher to answer the research question? Make sure to justify your answer.
  • Explain the importance of operational definitions to scientific merit.
  • List the persistent link for the article in your response. Refer to the Persistent Links and DOIs guide, linked in Resources, to learn how to locate this information in the library databases.
  • Cite all sources in APA style and provide an APA-formatted reference list at the end of your post. This is the persistent link for the article below.
  •  https://capella-summon-serialssolutions-com.library.capella.edu/#!/search?bookMark=ePnHCXMwdV09T8MwELWqDkDLT0A6iRVLsZ3UyYhQEWJiaGcr8YfapYnqlJm_wd_jl3BnJxULs-8yOJb9Tu_uvTt231Jv9mlMM1yOTUxiGlcT-KBw8hNAWIFne0FaplpxRBn1kgqjWnAivm6uFgSFlres-6C5KMSiQKr3NlPUEbDShpikKuE8N44djgMuREh93mQY1Z8jjD38kUf6-fqG3BD16aG_jPhjfVyz5QlLvhXbv253L298MiLgnmyveXAbrRBXh1DZytWNF44mlqTbNF1hS125QniiM6yVTRekL1vZOm0RneD137VqxR7zd-fr3kwnJZoEyLDIKci5_SFHEVVjhqw2YbbvxNZWkoRKVV6fKdtrTNpYg2-5Ms_5wBnaYTO4gFlP_2RhfDmlCm1ESlG_IGaF1w

Synthesize all of these interpretations into a final evaluation about this test’s utility or usefulness. Explain whether these data are acceptable.

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Is the Measure of Consistency a State of Mind?

Resources

Attributes and Evaluation of Discussion Contributions.
Professional Communications and Writing Guide.
In your unit readings from the Psychological Testing and Assessment text, you read about three sources of error variance that occur in testing and assessment. These include test construction, test administration, and test scoring and interpretation. Additionally, other sources of error may be suspect. You were also introduced to reliability coefficients, which provide information about these sources of error variance on a test (see Table 5-4).

The following reliability coefficients were obtained from studies on a new test, THING, purporting to measure a new construct (that is, Something). Alternate forms of the test were also developed and examined in subsequent studies published in the peer-reviewed journals. The alternate test forms were titled THING 1 and THING 2. (Remember to refer back to your Psychological Testing and Assessment text for information about using and interpreting a coefficient of reliability.)

Internal consistency reliability coefficient = .92
Alternate forms reliability coefficient = .82
Test-retest reliability coefficient = .50
In your post:

Describe what these scores mean.
Interpret these results individually in terms of the information they provide on sources of error variance.
Synthesize all of these interpretations into a final evaluation about this test’s utility or usefulness.
Explain whether these data are acceptable.
Explain under what conditions they may not be acceptable and under what conditions, if any, they may be appropriate.