Please submit the entire Program Proposal for Unit 8, including the  Unit 3 and Unit 6 Assignments, for a minimum of 11 pages, utilizing a  minimum of 11 sources.

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Program Evaluation

The purpose of this Assignment is to design a program evaluation  proposal plan to evaluate the effectiveness of your proposed  interventions. Your plan should include the following elements:

  • First, explain what type of program evaluation you will be  conducting (needs assessment, process, outcome or efficiency evaluation,  or a combination of two or more) and explain why this type of  evaluation is most useful for your program interventions. (One page)
  • Next, explain the type of evaluation design, such as a pre-test, post-test, or post-test only design. (One page)
  • Last, explain the Data Collection Plan, including the Methods for  collecting data (new or existing data, probably or nonprobability),  Measurement tools and any threats to internal and external validity, and  reliability. (One page)

Below is a list of potential measurement tools for new and secondary data collection:

New Data (people):

  • Questionnaire
  • Interview-individual or group (explain type)
  • Focus Group
  • Participant Observations
  • Surveys (type)
  • Existing Data:
  • Existing reports

Secondary Data Analysis:

  • Census Data and Client and Program Data
  • Documents and Reports
  • Data Sets
  • Measurement Instruments (include Standardized Measurement Instruments)
  • Journals and Diaries
  • Logs
  • Inventories
  • Summative Instruments

The Unit 8 Program Evaluation Assignment must be a minimum of 3 pages  (excluding title and reference page), utilizing a minimum of 3 sources.

Please submit the entire Program Proposal for Unit 8, including the  Unit 3 and Unit 6 Assignments, for a minimum of 11 pages, utilizing a  minimum of 11 sources.

Summarize the importance of the topics within the learning and cognition domain and their applicability within the psychology profession for the chosen audience.

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The primary goal of the Learning and Cognition Handbook assignment is to integrate concepts from the discipline of learning and cognitive psychology into a usable and professional guide that is designed for a specific audience based on your career goals. The purpose of this handbook is to share helpful strategies and apply what you have learned from the course to six major topics in the field. You will incorporate your findings from required sources and the relevant sources you researched in the Week 2 Discipline-Based Literature Review, as well as those from the Week 3 Assignment: Choosing Your Focus.

To complete this assignment, you may utilize the Learning and Cognition Handbook template or create your own using the template as a guide. Your handbook should include the sections listed below, incorporating a minimum of one visual (e.g., table, figure, or image) with a maximum of five visuals per section. Each image must be retrieved and cited based on current copyright laws. You may wish to use the Where to Get Free Images guide for assistance with accessing freely available public domain and/or Creative Commons licensed images.

Handbook Sections:

Table of Contents
List all sections and subsections included in the handbook with the applicable page numbers.

Preface (100 to 150 words)
Provide an overview of the handbook and its potential use by your chosen audience.

Introduction to the Major Topics (200 to 300 words)
Provide an introductory summary of the six topics listed below and discuss any careers in psychology specifically related to at least one of them:

  • Traditional learning theories: Operant and classical conditioning
  • Traditional learning theories: Behaviorism and social learning theory
  • Attention and memory
  • Decision-Making
  • Language acquisition
  • Organizational and lifelong learning

Describe how one or more of these areas may be connected to your future career goals.

Major Topics (1 to 2 pages for each major topic)
Communicate the extent to which the six major topics of learning and cognition affect related sub-topics by synthesizing the course learning principles and/or theories. Consider how these sub-topics may be related to your future career goals. For instance, if you intend to become an applied behavior analyst, behaviorism and related technique for learning may be directly connected to your future role. For each major topic, apply basic research methods and skeptical inquiry to explain the theoretical perspectives and empirical research that substantiate the relationship between the topic and at least two related sub-topics. In your review, consider how these topic and sub-topics are directly connected to evaluations and interventions in psychology practice in various fields. Focus on the areas most related to your future area of practice, paying particular attention to how theories are examined in research studies. The following are some sub-topics to consider:

  • Comprehension
  • Operant and classical conditioning
  • Behaviorism
  • Social learning theory
  • Problem solving
  • Memory development/retention
  • Lifelong learning
  • Individual and group learning
  • Organizational learning
  • Mentorship
  • Apprenticeship models of learning
  • Effects of demographic differences (e.g., gender, socioeconomics, religious affiliation, race) on learning

Although creative liberties are encouraged, all information incorporated should be supported and professionally presented through the consistent application of ethical principles and adherence to professional standards of learning and cognition psychology as applied to the chosen audience.

Conclusion (200 to 300 words)
Summarize the importance of the topics within the learning and cognition domain and their applicability within the psychology profession for the chosen audience.

Attention Students: The Masters of Arts in Psychology program is utilizing the Pathbrite portfolio tool as a repository for student scholarly work in the form of signature assignments completed within the program. After receiving feedback for this Learning and Cognition Handbook, please implement any changes recommended by the instructor, and go to Pathbrite to upload the revised Learning and Cognition Handbook to the portfolio. (Use the Pathbrite Quick-Start Guide to create an account if you do not already have one.) The upload of signature assignments will take place after completing each course. Be certain to upload revised signature assignments throughout the program as the portfolio and its contents will be used in other courses and may be used by individual students as a professional resource tool. See the Pathbrite website for information and further instructions on using this portfolio tool.

The Learning and Cognition Handbook

  • Must be 12 to 15 pages in length (see instructions and rubric for each section and sub-topic) following the Learning and Cognition Handbook template as a guide. Although a handbook differs from a written paper, all citations and references must be formatted according to APA style as outlined in the Ashford Writing Center.
  • Must include a title page with the required information from the handbook template:
    • Title of handbook
    • Student’s name
    • Institution’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at least six scholarly sources in addition to the required resources.
    • The Scholarly, Peer Reviewed, and Other Credible Sources table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
  • Must include the sections and subsections required as indicated in the handbook template.
  • Must address the topics with critical thought and substantiated assertions.
  • Must document all sources in APA style as outlined in Citing Within Your Paper.
  • Must include a separate references page that is formatted according to APA style as outlined in Formatting Your References List.

Write Section 5 of the DAA. Discuss the conclusions of the repeated measures ANOVA as it relates to the research question. Conclude with an analysis of the strengths and limitations of repeated measures ANOVA.

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 Please label step 1 through 5

Unit 5 Data Analysis and Application

This assignment will help you understand proper reporting and interpretation of a one-way repeated measures ANOVA. You will use the IBM SPSS GLM procedure to accurately compute a repeated measures ANOVA with the wk5data.sav file located below in the Resources. Also use the Data Analysis and Application (DAA) Template located in the Resources to write up your assignment. The deadline for submitting your work is 11:59 PM CST on Sunday of Week 5.

Step 1. Write Section 1 of the DAA. Provide a context of the wk5data.sav data set. Specifically, imagine that you are a clinical researcher studying a new treatment for anxiety. To determine treatment efficacy, you monitor the anxiety levels of clients over five weeks. Anxiety symptoms are quantified with a symptom checklist, and the data are entered into SPSS. Week 1 represents the baseline number of anxiety symptoms. Week 5 represents the number of anxiety symptoms at the conclusion of treatment. In Section 1 of the DAA, articulate your within-subjects factor and the outcome variable. Specify the sample size of the data set. Based on your visual inspection of the raw data in wk5data.sav, speculate on the overall trend in recorded symptoms from Week 1 to Week 5.

Step 2. Write Section 2 of the DAA. Assume that the sample is too small to assess multivariate normality. Instead, focus your analysis in Section 2 on the sphericity assumption. Provide the SPSS output for the Mauchly test. Report the results of the Mauchly W and interpret it in terms of the sphericity assumption. If sphericity is violated, analyze the three epsilon estimates (Greenhouse-Geisser, Huynh-Feldt, and lower bound) and justify your decision for selecting one of the three epsilon corrections reported below in Section 4 Interpretation.

Step 3. Write Section 3 of the DAA. Specify a research question related to the repeated measures ANOVA. Articulate the null hypothesis and alternative hypothesis. Specify the alpha level.

Step 4. Write Section 4 of the DAA.

  • To provide context, paste SPSS output of Weeks 1–5 descriptive statistics. Report these descriptive statistics in your narrative.
  • Next, paste SPSS output of the estimated marginal means plot of Weeks 1–5. Provide an interpretation of this figure.
  • Then paste the SPSS output for the test of within-subjects effects.
  • Report F, the degrees of freedom based on your epsilon correction selected in Section 2 (if epsilon correction is not necessary, report Sphericity Assumed df), the F value, the p value, the effect size, and interpretation of the effect size.
  • Interpret the results against the null hypothesis. Next, paste the SPSS output for the tests of within-subjects contrasts if the overall F null hypothesis is rejected.
  • Make sure in SPSS that the contrast is designated as “simple” with Week 1 set as the baseline comparison. Report the F tests for the simple contrasts and interpret them.

Step 5. Write Section 5 of the DAA. Discuss the conclusions of the repeated measures ANOVA as it relates to the research question. Conclude with an analysis of the strengths and limitations of repeated measures ANOVA.

Submit your assignment as an attached Word document.

Resources

nalyze and describe potential ethical dilemmas that may arise while implementing this treatment plan.

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Psychological Treatment Plan

It is recommended that students review the e-book The Complete Adult Psychotherapy Treatment Planner (Jongsma, Peterson, & Bruce, 2014) for additional assistance in completing this assignment.

Clinical and counseling psychologists utilize treatment plans to document a client’s progress toward short- and long-term goals. The content within psychological treatment plans varies depending on the clinical setting. The clinician’s theoretical orientation, evidenced-based practices, and the client’s needs are taken into account when developing and implementing a treatment plan. Typically, the client’s presenting problem(s), behaviorally defined symptom(s), goals, objectives, and interventions determined by the clinician are included within a treatment plan.

To understand the treatment planning process, students will assume the role of a clinical or counseling psychologist and develop a comprehensive treatment plan based on the same case study utilized for the Psychiatric Diagnosis assignment in PSY645. A minimum of five peer-reviewed resources must be used to support the recommendations made within the plan. The Psychological Treatment Plan must include the headings and content outlined below.

Behaviorally Defined Symptoms

  • Define the client’s presenting problem(s) and provide a diagnostic impression.
  • Identify how the problem(s) is/are evidenced in the client’s behavior.
  • List the client’s cognitive and behavioral symptoms.

Long-Term Goal

  • Generate a long-term treatment goal that represents the desired outcome for the client.
    • This goal should be broad and does not need to be measureable.

Short-Term Objectives

  • Generate a minimum of three short-term objectives for attaining the long-term goal.
    • Each objective should be stated in behaviorally measureable language. Subjective or vague objectives are not acceptable. For example, it should be stated that the objective will be accomplished by a specific date or that a specific symptom will be reduced by a certain percentage.

Interventions

  • Identify at least one intervention for achieving each of the short-term objectives.
  • Compare a minimum of three evidence-based theoretical orientations from which appropriate interventions can be selected for the client.
  • Explain the connection between the theoretical orientation and corresponding intervention selected.
  • Provide a rationale for the integration of multiple theoretical orientations within this treatment plan.
  • Identify two to three treatment modalities (e.g., individual, couple, family, group, etc.) that would be appropriate for use with the client.

It is a best practice to include outside providers (e.g., psychiatrists, medical doctors, nutritionists, social workers, holistic practitioners, etc.) in the intervention planning process to build a support network that will assist the client in the achievement of treatment goals.

Evaluation

  • List the anticipated outcomes of each proposed treatment intervention based on scholarly literature.
    • Be sure to take into account the individual’s strengths, weaknesses, external stressors, and cultural factors (e.g., gender, age, disability, race, ethnicity, religion, sexual orientation, socioeconomic status, etc.) in the evaluation.
  • Provide an assessment of the efficacy of evidence-based intervention options.

Ethics

  • Analyze and describe potential ethical dilemmas that may arise while implementing this treatment plan.
  • Cite specific ethical principles and any applicable law(s) for resolving the ethical dilemma(s).

The Psychological Treatment Plan

  • Must be 8 to 10 double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.).
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at least five peer-reviewed sources in addition to the course text.
  • Must document all sources in APA style as outlined in the Ashford Writing Center.
  • Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.