Complete the Probability and Statistical Analysis Worksheet.

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 IMPORTANT: PLEASE FILL IN THE  ANSWERS on the worksheet THAT IS PROVIDED.

Resource: Pulse Rate Dataset

This worksheet provides you with experience in calculating (by hand or using Microsoft®Excel®) the formulas from the weekly readings. Using these formulas and performing these calculations will provide you with an understanding of how and why statistical formulas work and what they mean. This worksheet also provides you the opportunity to interpret results in the context of specific problems, which will assist you in critically evaluating current research in your field.

Complete the Probability and Statistical Analysis Worksheet.

  • Data

    Height Weight Age Gender Smokes Alcohol Exercise Ran Pulse1 Pulse2
    173 57 18 2 2 1 2 2 86 88
    179 58 19 2 2 1 2 1 82 150
    167 62 18 2 2 1 1 1 96 176
    195 84 18 1 2 1 1 2 71 73
    173 64 18 2 2 1 3 2 90 88
    184 74 22 1 2 1 3 1 78 141
    162 57 20 2 2 1 2 2 68 72
    169 55 18 2 2 1 2 2 71 77
    164 56 19 2 2 1 1 2 68 68
    168 60 23 1 2 1 2 1 88 150
    170 75 20 1 2 1 1 1 76 88
    178 58 19 1 2 2 3 2 74 76
    170 68 22 1 1 1 2 2 70 71
    187 59 18 1 2 1 1 2 78 82
    180 72 18 1 2 1 2 2 69 67
    185 110 22 1 2 1 3 2 77 73
    170 56 19 1 2 2 3 2 64 63
    180 70 18 1 2 1 2 1 80 146
    166 56 21 2 1 2 2 2 83 79
    155 50 19 2 2 2 2 2 78 79
    175 60 19 1 2 2 3 2 88 86
    140 50 34 2 2 2 3 1 70 98
    163 55 20 2 2 2 3 2 78 74
    182 75 26 1 1 1 2 2 80 76
    176 59 19 1 2 2 2 2 68 69
    177 74 18 2 2 2 2 1 70 96
    170 60 18 1 2 1 2 2 62 59
    172 60 21 2 2 2 3 2 81 79
    189 60 19 1 2 1 2 1 78 168
    178 56 21 2 2 1 2 1 86 150
    175 75 20 1 2 1 2 1 59 92
    180 85 19 1 1 1 2 1 68 125
    160 57 19 2 2 2 2 1 75 130
    164 66 23 2 2 2 3 1 74 168
    175 65 19 1 2 1 2 1 60 104
    163 55 20 2 2 2 2 1 70 119
    185 90 18 1 2 2 3 1 80 140
    169 68 19 1 2 2 2 2 58 58
    165 63 18 2 2 1 2 2 84 84
    155 49 18 2 2 1 2 2 104 92
    175 66 20 1 2 1 2 2 66 68
    178 63 23 1 2 1 3 2 84 90
    184 65 21 1 1 2 2 2 65 67
    170 60 19 2 2 1 2 2 80 80
    162 60 19 2 2 1 2 2 66 60
    164 46 18 2 2 2 2 2 104 96
    171 70 26 2 2 2 2 2 76 76
    182 85 20 1 1 1 3 2 70 68
    174 60 19 2 2 1 3 1 66 89
    167 70 22 1 1 1 3 2 92 84
    157 41 20 2 2 2 2 1 70 95
    183 73 20 1 2 1 2 2 63 65
    167 75 20 2 2 1 2 2 65 67
    171 67 18 2 2 1 3 2 76 74
    182 63 20 1 2 1 1 1 56 110

    Information

    Variable Description
    Height Height (cm)
    Weight Weight (kg)
    Age Age (years)
    Gender Sex (1 = male, 2 = female)
    Smokes Regular smoker? (1 = yes, 2 = no)
    Alcohol Regular drinker? (1 = yes, 2 = no)
    Exercise Frequency of exercise (1 = high, 2 = moderate, 3 = low)
    Ran Whether the student ran or sat between the first and second pulse measurements (1 = ran, 2 = sat)
    Pulse1 First pulse measurement (rate per minute)
    Pulse2 Second pulse measurement (rate per minute)

Research In Clinical Forensic Settings

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Research in Clinical Forensic Settings

The provision of clinical services in forensic settings is, in some ways, very similar to non-forensic settings. However, forensic populations may provide challenges not typically seen in other settings. One challenge in many forensic clinical settings is the prediction of future behavior. In many cases, the behavior of interest is violence. Violence, like many behaviors that are rare, is, at best, difficult to predict. Much research has been conducted on the various methods used to predict future violence. From actuarial risk measures to clinical intuition, forensic psychology researchers have debated the best way to assess the potential for violent acts.

Other psychological issues found in clinical forensic settings and that trigger research questions include the development of treatment programs to restore an individual’s competency to stand trial, the treatment of the criminally insane, sex offender assessment and treatment, and even the general evaluation of the need for long-term placement. Research can help forensic psychology professionals make important decisions in these and other related areas.

To prepare for this Discussion:

  • Review this week’s DVD program, “Application of Psychological Research – Clinical Settings.” Consider the areas of forensic psychology research that are relevant to forensic clinical settings.
  • Review the article, “ Actuarial Versus Clinical Assessments of Dangerousness,” in this week’s Learning Resources.
  • Pay particular attention to the studies discussed in the article and the key “takeaways” from these studies. Think about how a forensic psychology professional might use the findings of the studies in a forensic clinical setting.
  • Using the Walden Library, select and review another study, current or historical, that was conducted in a forensic clinical setting.
  • Again, focus on the key “takeaways” of the study you selected and think about how the findings might be used by a forensic psychology professional in forensic clinical settings.

 

Learning Resources

This page contains the Learning Resources for this week. Be sure to scroll down the page to see all of this week’s assigned Learning Resources. To access select media resources, please use the media player below.

Reading

  • Article: Litwack, T. R. (2001). Actuarial versus clinical assessments of dangerousness. Psychology, Public Policy, and Law, 7(2), 409-443.

    Retrieved from the Walden Library databases.

Media

  • Video: Laureate Education, Inc. (Executive Producer). (2009). Understanding forensic psychology research: Application of psychological research – Clinical settings. Baltimore: Author.

 

Optional Resources

  • Note: Because of the ever-changing nature of websites such as those listed below, there is no guarantee that clips or websites will always be available. Hence, the following links are listed as Optional Resources only. However, it is highly recommended that you view them as they will assist you in completing one or more of your assignments.
  • Monograph: O’Toole, M. E. (n.d.). The school shooter: A threat assessment perspective. Retrieved October 1, 2009, from http://www.fbi.gov/stats-services/publications/school-shooter
  • Article: Boothby, J. L., & Clements, C. B. (2000). A national survey of correctional psychologists. Criminal Justice and Behavior, 27(6), 716-732.
  • Article: Homant, R., & Kennedy, D. (1998). Psychological aspects of crime scene profiling. Criminal Justice and Behavior, 25(3), 319–343.
  • Report: U.S. Department of Justice. (2003). Federal Bureau of Prisons drug interdiction activities, report number 1-2003-002. Retrieved from http://www.justice.gov/oig/reports/BOP/e0302/final.pdf

Review the Needs Assessment Worksheet and consider the requirements for this Assignment.

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Please no plagiarism and make sure you are able to access all resources on your own before you bid. Main references come from Balkin, R. S., & Kleist, D. M. (2017) and/or American Psychological Association (2014). Assignments should adhere to graduate-level writing and be free from writing errors. I have also attached the resources given to complete the assignment. Please follow the instructions to get full credit. I need this completed by 10/20/19 at 5pm. You will complete the worksheet attached.

Assignment – Week 8

As a counselor, you will individualize services for clients. It is important for you to understand how to conduct a needs assessment to help you know how to create new services that will meet the needs of your clients or the clients of an agency. Keep in mind that a needs assessment and program evaluation are not synonymous. A Needs Assessment will show you what services are needed for your clients, while a program evaluation will tell you whether services that have already been delivered were effective for your clients. You will dig deeper into program evaluations next week.

For this Assignment, you will review a case example of a needs assessment and make a recommendation for program development based on the data that was collected.

To Prepare

  • Review the Needs Assessment      Worksheet found in the Learning Resources, and consider the requirements for this Assignment.
  • You may work independently or form small groups of no more than three people. If you choose to work in small groups, you may use the Blackboard Collaborate Ultra “Live Meetings” tool found in the left-hand navigation of the classroom to collaborate with your group in a synchronous way. Once you access the “Live Meetings” tool,      use the “Sessions Help” feature in the top right-hand corner to guide you through setting up your session with your group if you choose to do so.
  • Review the Needs Assessment Worksheet and consider the requirements for this Assignment. Specifically:
    • Review the case study.
    • Answer all the questions in the worksheet.

Assignment

Imagine you are a task force or part of a task force charged with making a decision about the development of a new program. Your job is to review the data that was collected and complete a Needs Assessment Worksheet that will help you determine whether a new program should be developed and for which populations it will be helpful.

· As an individual part of a task force or in your small group task force, complete the Needs Assessment Worksheet.

Note: Please include your name on the worksheet in the section if you worked individually or include your name along with the names of the group members if you worked as part of a group.

Required Resources

Astramovich, R. L. (2011). Needs assessment: A key evaluation tool for professional counselors. Retrieved from http://www.counseling.org/resources/library/VISTAS/2011-V-Online/Article_41.pdf 

Ellison, M., Mueller, L., Smelson, D., Corrigan, P. W., Torres Stone, R. A., Bokhour, B. G., & Drebing, C. (2012). Supporting the education goals of post-9/11 veterans with self-reported PTSD symptoms: A needs assessment. Psychiatric Rehabilitation Journal, 35(3), 209–217. doi:10.2975/35.3.2012.209.217

Note: You will access this article from the Walden Library databases.

Harrar, W. R., Affsprung, E. H., & Long, J. C. (2010). Assessing campus counseling needs. Journal of College Student Psychotherapy, 24(3), 233–240. doi:10.1080/87568225.2010.486303

Note: You will access this article from the Walden Library databases.

Document: Needs Assessment Worksheet

Required Media

Laureate Education (2017h). Needs assessment [Video file]. Baltimore, MD: Author.

Note: This media program is approximately 5 minutes.

Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript

Needs Assessment Worksheet

Name of Student: Names of Group Members:

 

 

 

 

Read the following case study, review the data set, and answer the subsequent questions:

Case Study: Laurie is a professional counselor who works for a community mental health center in a rural area. In consultation with her colleagues, Laurie has identified 14 adolescents who currently participate in outpatient individual services who could potentially benefit from services specific to sexual abuse. Laurie would like to develop a psychotherapy group to meet the needs of teens who have been sexually assaulted as an alternative or enhancement to individual therapy.

In an effort to establish services that will best meet the needs of the clients, Laurie has conducted a Needs Assessment. She will present her findings to the mental health center administrators as evidence to support her program proposal. Analyze the following data and determine whether enough evidence exists to support the development of the psychotherapy group.

Survey

After securing parental permission, adolescents were asked to answer the following questions. Results for each question are included.

1. Age

2. Gender

3. Interest in Group Therapy

 

Participant # Age of Child Gender Interest in Group Therapy
1 15 F Yes
2 10 M Yes
3 13 F Yes
4 12 F Yes
5 10 F Yes
6 14 F Yes
7 17 M No
8 16 M No
9 12 M Yes
10 11 F No
11 15 M No
12 9 F Yes
13 11 F No
14 16 M No

 

 

4. Rank the TOP THREE issues that you feel would be most important to you in a therapy group

1. Anger Management

2. Stress Reduction

3. Coping Skills

4. Assertiveness Training

5. Alcohol and Drug Prevention

6. Peer Pressure

7. Grief

8. Self Esteem

9. Recovery from Sexual Abuse/Assault

10. Communication Skills

 

Participant # 1st Choice 2nd Choice 3rd Choice
1 9 2 3
2 3 8 9
3 7 8 9
4 5 9 3
5 6 9 10
6 9 7 8
7 9 3 2
8 2 9 8
9 8 6 9
10 3 9 8
11 9 8 3
12 4 6 10
13 8 2 9
14 10 9 3

 

 

 

 

 

What is the purpose of Laurie’s Needs Assessment?

 

 

 

 

 

 

 

  
 

What is the population of interest and who are the stakeholders for this Needs Assessment?

 

 

 

 

 

 

 

  
 

 

Compute the mean age of all proposed participants in the psychotherapy group.

 

 

 

 

  
 

 

What percentage of adolescents expressed interest in the proposed psychotherapy group?

 

 

 

 

 

  
 

Based on the data provided, how did teens rank the topics presented as possible options for the therapy groups? What topics were identified as the top three ?

 

 

Based on the information provided, what evidence exists that supports establishing a Sexual Abuse psychotherapy group? Is there other information that is missing that could be useful to make this decision?

 

 

 

 

  

1.

 

2.

 

3.
 

In your opinion, did Laurie’s approach to data collection address the purpose of the Needs Assessment? Why or why not?

Research Consumer Article Modification

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PSY 201 – General Psychology

Research Consumer Paper

One of the main objectives of this course is to learn how to be a wise consumer of psychological research. This research consumer paper will put you in the consumer role and give you practice understanding and communicating clearly and effectively about psychological research. This paper will focus on intelligently critiquing media coverage of scientific research.

For this paper assignment, you will be reading a set of two articles. The set consists of an original peer-reviewed journal article and a media report covering the research.

Gesturing and creativity

Peer-reviewed journal article: Kirk, E., & Lewis, C. (2017). Gesture facilitates children’s creative thinking. Psychological Science, 28(2), 225-232. Free pdf of journal article: https://drive.google.com/file/d/1CE0fB6xYoa0u4WRmRs0hGUWOruN9tWho/view?usp=sharing

Media report:

https://www.ozy.com/acumen/why-wild-gesticulating-could-indicate-genius/75182

 

Paper Specifics

Carefully read the original peer-reviewed journal article and evaluate the quality of the coverage in the media report. Your overall goal is to use your scientific thinking skills to answer this question: Is this journalist’s claim an accurate representation of the original article, or is it misleading to people?

Your paper should be approximately between 500 – 700 words long and include the following components, in this order. Please use headings to separate the different sections.

Summary of original peer-reviewed journal article

1. Briefly summarize the key aspects of the empirical journal article. What were the main

variables? What was the key finding or findings? What theory do the findings support?

Summary of media article covering the research

2. Briefly introduce and summarize the journalist’s story. Identify and classify any claims that the journalist makes in the headline or in the body of the article. For example, did the journalist make causal claims, correlational (association) claims or descriptive claims? Explain your reasoning.

See Next Page for More

Critique of media article covering the research

3. In light of your understanding of the study as described in the peer-reviewed journal article, analyze and critique the journalist’s coverage of the research. In this section, try to make at least three significant points. Use the following questions as a guide:

• What did the journalist get right?

• What did the journalist get wrong, and why?

• What might the journalist have said differently?

• Were any causal claims made by the journalist accurate? (Apply the information on correlation vs. causation we learned in class).

• Did the journalist focus on the same key finding as the scientists did?

• Did the journalist accurately describe the procedures of the study? Did the journalist leave details out?

• Rephrase or rewrite parts of the journalist’s article to be more accurate, if appropriate (NO DIRECT QUOTES – We seldom if EVER use direct quotes in scientific/technical writing).

Your paper should be typed, double-spaced and submitted to Moodle by 11:55 p.m. on the date indicated in one of the acceptable formats (.pdf, .doc, docx, .rtf).

Grading Guideline

Grading Category Percent of Grade
Research Summary

Accurate, concise, non-plagiarized summary of the key points of the original empirical article. Includes the main variables, the key findings, and the theory the findings support.

 

  

30%
Media Summary and Classification

Accurate, concise, non-plagiarized summary of the key points of the original empirical article. Includes the main variables, the key findings, and the theory the findings support.

 

  

15%
Media Critique

A thoughtful analysis and critique, containing at least three significant points, of how well the journalist covered the research. Student also used excellent critical thinking in the analysis.

 

  

30%
Grammar/Punctuation/Style and Clarity

Writing was clear, concise and organized, with very few grammar/punctuation/style errors. Direct quotes from research article are avoided.

 25%