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Applied Social Psychology

May 31, 2023/in Uncategorized /by SK

Applied social psychology is a field unto itself and provides researchers with a direct connection between academic social psychology and their desire to have an impact on social change. Social psychology is a highly applicable field, and social psychological research influences such areas as: consumer behavior, immigration, cultural diversity, education, the environment, organizational functioning, health/mental health, and politics, to name a few (Steg, Buunk, & Rothengatter, 2008).

For this Discussion, review this week’s Learning Resources. Think about how you might use applied social psychology in your field of interest and ways in which to have an impact on social change.

With these thoughts in mind:

Post by Day 3 a brief definition of applied social psychology. Then explain how you might apply one element of applied social psychology in your field of interest. Finally, explain one way using applied social psychology in your field of interest may affect social change.

Be sure to support your postings and responses with specific references to the Learning Resources.

How long have you been having headaches? CLOSED QUESTION

May 31, 2023/in Uncategorized /by SK

During the first week of class you conducted your first practice interview, and in week three you developed an Interview Guide. For this activity, you will be using your Interview Guide, the analysis of potential interview biases from LASA 1, and the feedback you have received from your instructor to conduct an interview with a volunteer.

Prior to the Interview

1. Locate an adult volunteer.
2. Read the analysis requirements below and ENSURE you meet them within your interview. Make sure your interview includes:
  1. A minimum of 5 open and 5 closed ended questions (10 total).
  2. A minimum of 5 examples of paraphrasing, summaries, or reflections techniques (must have at least one of each paraphrase, summary, and reflection/5 total).

Gather Recording Equipment (video is preferred). You will need to record your interview.
Also make sure you have a watch or a timer to keep track of the length of your interview. Make sure your interview is not less than 5 minutes long.

The Interview

Needs to be at least 5 minutes long, but it should not be more than 10 minutes.
Be prepared! Although it may not sound like it, 5 minutes is a long time in interviewing time. If you are having problems filling 5 minutes, go back to the interview skills you have learned about (e.g., probing, reflections, and summaries).

After the Interview

1. Play back the recording of the interview.
2. Transcribe or write out the interview completely. Be sure to write outeverything said during the interview
3. After you have written the transcript of the interview, provide a detailed analysis of the interview. On your transcript:
  1. Identify Questions Used: On your transcript identify at least 5 closed and 5 open ended questions that you used during the interview. Identify these on your transcript using all caps (10 questions total).
    
    For example:
    Interviewer: How long have you been having headaches? CLOSED QUESTION

1. 1. Evaluate the Questions: After you have identified examples of 5 open and 5 open questions in your transcript, write an evaluation of the effectiveness of your use of questions (Approximately one paragraph for this analysis). Explain whether or not your questions were effective. How did your client respond to your questions? How would you improve the effectiveness of your questions?
  2. Identify Techniques Used: Next, identify at least 5 examples of paraphrasing, summarizing, or reflections you used (must have at least one of each: paraphrase, summary, and reflection). Again, use all caps on your transcript to identify each technique.
    
    For example:
    Interviewer: So it’s been several weeks since you’ve been able to sleep without problems? PARAPHRASE

1. 1. Evaluate the Techniques: Evaluate the effectiveness of your interview technique (Approximately one paragraph for this entire section). How did your client respond to the techniques in the interview? How do you know if you were effective with these? Provide justification for your response. How could you improve your use of these?

Application: Analysis and Summary
1. Explain how the information you gathered during the interview can aid in planning treatment for your client. How can treatment of this client be more informed or more targeted based on the information you gathered (Approximately 2-3 paragraphs).
2. Identify at least two possible ethical issues that could arise during your interview (hint: go back to your Module 1 lecture for ideas about ethical issues in interviewing). Explain how an ethical interviewer should deal with each of these issues. (Approximately 2-3 paragraphs).

Which of the following is NOT a source of between-groups variance?

May 31, 2023/in Uncategorized /by SK

Question 1 of 40

2.5 Points

In order to study causal relationships:

[removed] A. the null hypothesis must not be rejected.
[removed] B. external validity is essential.
[removed] C. we must use a t-test or F-test.
[removed] D. there must be variation of the independent variable.

Question 2 of 40

2.5 Points

In order for us to study causal relationships among variables, it is necessary for:

[removed] A. the independent variable to demonstrate variation.
[removed] B. the dependent variable to be a constant.
[removed] C. the independent variable to demonstrate that it is randomly distributed.
[removed] D. there to be extraneous variation.

Question 3 of 40

2.5 Points

Which of the following is NOT a source of between-groups variance?

[removed] A. Experimental effects
[removed] B. Confounding variables
[removed] C. Sampling error
[removed] D. Control effects

Question 4 of 40

2.5 Points

Whenever the F-ratio is near 1.00, it means that:

[removed] A. a mistake has been made in the computation.
[removed] B. there are large systematic effects present.
[removed] C. the experimental manipulation probably had the predicted effects.
[removed] D. the between-groups variation is no larger than would be expected by chance alone.

Question 5 of 40

2.5 Points

Which of the following does NOT increase error variance?

[removed] A. Random factors
[removed] B. Individual differences
[removed] C. Experimenter error
[removed] D. Systematic effects of the independent variable

Question 6 of 40

2.5 Points

Which of the following is most closely associated with the concept of “sampling error”?

[removed] A. Operational definitions in experimentation
[removed] B. Differences between males and females on the dependent measure
[removed] C. Electronic hardware failures during sampling
[removed] D. Natural variability among the means

Question 7 of 40

2.5 Points

One of the chief weaknesses of an ex post facto procedure is that:

[removed] A. it is only valid in research on children.
[removed] B. no dependent variable can be manipulated.
[removed] C. the researcher is unable to eliminate rival hypotheses.
[removed] D. there are no confounding variables.

Question 8 of 40

2.5 Points

The ANOVA procedure depends on calculations of:

[removed] A. the size of the difference between the means of the two groups.
[removed] B. both the variability within-groups and the variability between-groups.
[removed] C. levels of the independent variable.
[removed] D. preliminary t-tests.

Question 9 of 40

2.5 Points

In experiments, we hope to find

[removed] A. between-groups variance.
[removed] B. a reduction in sampling error.
[removed] C. within-groups variance.
[removed] D. an increase in sampling error.

Question 10 of 40

2.5 Points

Statistical tests CANNOT tell us whether:

[removed] A. the combination of experimental and extraneous variance is large enough to differentiate the groups.
[removed] B. there is a significant difference between groups.
[removed] C. there is a reliable difference between groups.
[removed] D. the observed difference is due to experimental or extraneous variables.

Question 11 of 40

2.5 Points

The randomized pretest-posttest, control-group design is an improvement over the randomized posttest-only, control-group design because the:

[removed] A. former adds an additional control group.
[removed] B. latter employs randomization only at the time of the posttest.
[removed] C. former adds a pretreatment measurement of the independent variable.
[removed] D. former adds a pretreatment measurement of the dependent variable.

Question 12 of 40

2.5 Points

In order to test the effects of the 1988 heat wave on worker productivity, 48 machinists were randomly assigned to two groups of 24 machinists each. Each group was tested at a different room temperature (cool and hot) using dependent measures of number of parts produced and accuracy. What type of design does this study represent?

[removed]

A. A single-group, pretest-posttest design

[removed]

B. A Solomon four-group design

[removed]

C. A multilevel, completely randomized, between-subjects design

[removed]

D. A randomized, posttest-only, control-group design

Question 13 of 40

2.5 Points

What is usually the major contributor to error variance?

[removed] A. Group size
[removed] B. Unreliable measurement
[removed] C. Individual differences
[removed] D. High means

Question 14 of 40

2.5 Points

The Solomon four-group design was developed in an attempt to:

[removed] A. control possible interaction effects of the pretest and the manipulation.
[removed] B. allow more levels of the independent variable.
[removed] C. allow more groups to be tested at the same time.
[removed] D. control possible interaction effects of the pretest and posttest measures.

Question 15 of 40

2.5 Points

History, maturation, and regression to the mean can be controlled by including proper:

[removed] A. control groups.
[removed] B. experimental groups.
[removed] C. factorials.
[removed] D. instrumentation.

Question 16 of 40

2.5 Points

A researcher measures prisoners on childhood physical abuse and notices high levels of abuse. He then concludes that abuse leads people to commit crimes. This is an example of a(n) __________ design.

[removed] A. single-group, pretest-posttest
[removed] B. single-group, posttest-only
[removed] C. ad hoc
[removed] D. ex post facto

Question 17 of 40

2.5 Points

In order to support the hypothesis that the independent variable has influenced the dependent variable, __________ is necessary.

[removed] A. a significantly high within-groups variation
[removed] B. careful reduction of all variation
[removed] C. a significantly high between-groups variation
[removed] D. a sample size of at least 30

Question 18 of 40

2.5 Points

Laczniak and Muehling (1993) suggest that manipulations checks should be considered:

[removed] A. even before the pilot or pretesting.
[removed] B. after theory tests.
[removed] C. once you have collected data for the main experiment.
[removed] D. after the final development of your manipulations.

Question 19 of 40

2.5 Points

A researcher decides to study the effects of dance therapy on self-esteem in emotionally disturbed adolescents. One residential program consents to try the dance therapy treatment, whereas another similar program refuses to try dance therapy, but allows the researcher to measure self-esteem. Self-esteem is measured before and after treatment in both groups. This is an example of a __________ design.

[removed] A. multilevel, pretest-posttest control-group
[removed] B. pretest-posttest, natural control-group
[removed] C. randomized, pretest-posttest, control-group
[removed] D. multilevel, randomized, pretest-posttest, between-subjects

Question 20 of 40

2.5 Points

Two critical factors used to distinguish experimental designs from most non-experimental designs are:

[removed] A. randomization and equal numbers of participants.
[removed] B. elimination of all confounds and randomization.
[removed] C. control groups and randomization.
[removed] D. sophisticated data analysis and control groups.

Question 21 of 40

2.5 Points

Single-subject designs are often used in research on:

[removed] A. behavior modification.
[removed] B. stereotyping and prejudice.
[removed] C. development of teaching methods.
[removed] D. the side effects of psychotropic medications.

Question 22 of 40

2.5 Points

Which of the following is NOT a characteristic of a within-subjects design?

[removed] A. Each participant is tested under each experimental condition.
[removed] B. The scores in each condition are correlated with each other.
[removed] C. Each participant is measured only once on the dependent variable.
[removed] D. The critical comparison is the difference between correlated groups on the dependent variable.

Question 23 of 40

2.5 Points

In ABA designs, the effects of the independent variable on the dependent variable are demonstrated if the:

[removed] A. level of the dependent variable stays the same in spite of any manipulation.
[removed] B. behavior changes in the predicted direction whenever the conditions are reversed.
[removed] C. level of the dependent variable changes even though there is no independent variable being manipulated.
[removed] D. time graph shows some fluctuations.

Question 24 of 40

2.5 Points

What is the major strength of the within-subjects design?

[removed] A. More participants can be used in a single study.
[removed] B. Interactive effects can be identified.
[removed] C. Carry-over effects are eliminated.
[removed] D. It guarantees that the participants in the various conditions are equivalent at the start of the study.

Question 25 of 40

2.5 Points

Which of the following is an accurate statement?

[removed] A. There is no reversal of conditions in a multiple baseline design.
[removed] B. There is a reversal of conditions in a multiple baseline design.
[removed] C. Multiple baseline designs cannot be used in educational settings.
[removed] D. The ABA reversal design cannot be used with mentally retarded individuals.

Question 26 of 40

2.5 Points

Which of the following is a potential confounding factor in within-subjects designs but NOT in a between-subjects design?

[removed] A. Regression to the mean
[removed] B. Sequence effects
[removed] C. Attrition
[removed] D. History

Question 27 of 40

2.5 Points

It is important in a matched-subjects design for researchers to assign each matched set of participants randomly to the conditions primarily because:

[removed] A. all of the critical variables should have been identified by consulting published studies.
[removed] B. of the requirements to keep researchers blind as to condition.
[removed] C. of the requirements to keep participants blind as to condition.
[removed] D. random assignment within sets can control for unidentified confounding variables.

Question 28 of 40

2.5 Points

The single-group, pretest-posttest design, although it is considered a(n) __________ design, is a(n) __________ design.

[removed] A. within-subjects; non-experimental
[removed] B. between-subjects; non-experimental
[removed] C. within-subjects; experimental
[removed] D. low-constraint; experimental

Question 29 of 40

2.5 Points

Correlated-groups designs are generally more sensitive than between-subjects designs to:

[removed] A. researcher effects.
[removed] B. the effects of the dependent variable.
[removed] C. medications.
[removed] D. the effects of the independent variable.

Question 30 of 40

2.5 Points

In an ABA reversal design, the term “reversal” refers to:

[removed] A. the sequential reversal of levels of treatment.
[removed] B. reversing the order of presentation of stimuli.
[removed] C. controlling for sequence effects.
[removed] D. switching the independent variable with the dependent variable.

Question 31 of 40

2.5 Points

A good way to control for carry-over effects in within-subjects experiments, provided that there are not too many experimental conditions, is:

[removed] A. positive practice.
[removed] B. using a matched-subjects design.
[removed] C. debriefing participants.
[removed] D. counterbalancing.

Question 32 of 40

2.5 Points

In within-subjects designs, each participant:

[removed] A. is measured at least five times.
[removed] B. serves as his or her own control.
[removed] C. is measured only once.
[removed] D. is randomly assigned to one of two conditions.

Question 33 of 40

2.5 Points

In a study of the effectiveness of an experimental drug on sleep apnea, researchers are expecting the drug to have long-lasting beneficial effects on their participants. In this case, what type of correlated-groups design should they use?

[removed] A. A within-subjects design
[removed] B. A matched-subjects design
[removed] C. A simple repeated-measures design
[removed] D. A matched-conditions design

Question 34 of 40

2.5 Points

Single-subject designs are sometimes preferable to between-subjects group comparison designs because:

[removed] A. independent variables cannot be manipulated in between-subjects group comparison designs.
[removed] B. single-subject designs have greater external validity.
[removed] C. important information about the way individuals perform is lost when summarizing group information.
[removed] D. None of the above (single-subject designs are never preferable to between-subjects designs)

Question 35 of 40

2.5 Points

Which of the following is a major control for sequence effects?

[removed] A. Random assignment of participants
[removed] B. Counterbalancing
[removed] C. Holding the variable constant
[removed] D. Including the factor as a research variable

Question 36 of 40

2.5 Points

Which of the following is NOT a characteristic of matched-subjects designs?

[removed] A. Each participant is exposed to only one level of the independent variable.
[removed] B. Each participant has a matched participant in each of the other conditions, so that the groups are correlated.
[removed] C. Each participant serves as his or her own control.
[removed] D. The critical comparison is the difference between the correlated groups, where the correlation is created by the matching procedure.

Question 37 of 40

2.5 Points

Single-subject experimental designs are variations of within-subject designs because the same:

[removed] A. participant is exposed to all manipulations.
[removed] B. statistical test is used to analyze both designs.
[removed] C. dependent measures are of interest in both types of design.
[removed] D. independent variables are investigated in both types of design.

Question 38 of 40

2.5 Points

Why could correlated-groups designs be considered to be experiments?

[removed] A. They maximize error variance.
[removed] B. They always use score data.
[removed] C. They randomly assign all participants to conditions.
[removed] D. They meet the requirement of equivalence of groups.

Question 39 of 40

2.5 Points

An advantage of within-subjects designs is that:

[removed]

A. they are less complex conceptually.

[removed]

B. fewer participants are needed to run the experiment.

[removed]

C. the statistics used are simpler than in a between-subjects design.

[removed]

D. sequence effects enhance the results.

Question 40 of 40

2.5 Points

In a repeated-measures design, the single largest contributing factor to error variance has been removed. What is that factor?

[removed] A. Individual differences
[removed] B. Experimenter effects
[removed] C. Participant bias effects
[removed] D. Measurement error

What do you see as important roles of a counselor working in a community?

May 31, 2023/in Uncategorized /by SK

Nine-year-old Wanda’s teacher notices that for the past few weeks, Wanda has not been talking to her friends and is always sitting alone in a corner. After talking to Wanda’s friends, the teacher finds out that Wanda’s sixteen-year-old brother was killed in a gang fight two months ago and her parents have since separated. The teacher talks to her friend Daphne, a counselor, to see if there is anything she can do about Wanda. She wants to know if there is any way in which children and families affected by exposure to violence can be assisted with emotional impact of these events. The teacher also asks Daphne, in the role of a counselor, to call Wanda’s parents to see if they would be willing to talk with her about the death of their son, their separation, and Wanda’s behavior at school. Daphne is not employed or affiliated with the school.

What would be Daphne’s role, as a counselor, in helping the teacher?

What do you see as important roles of a counselor working in a community?

What are the ethical responsibilities that counselors and human services professionals hold toward the community? When answering this question identify the ethical code number and definition, using your own words, of the ethical responsibilities of these professionals.

Briefly speak how you, as an ethical counselor, would respond to the teacher’s request for you to speak with Wanda and her family.

Short answer, 300 to 500 words APA format

Applied Social Psychology

How long have you been having headaches? CLOSED QUESTION

Which of the following is NOT a source of between-groups variance?

What do you see as important roles of a counselor working in a community?

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