Assignment SPSS

To prepare for this Assignment:

  • Review the Learning Resources and the media programs related to t tests.
  • For  additional support, review the Skill Builder: Research  Design and Statistical Design and the Skill Builder: Hypothesis Testing for  Independent Samples t-test, which you can find by navigating  back to your Blackboard Course Home Page. From there, locate the Skill Builder  link in the left navigation pane.
  • Also, review the t test scenarios found in this week’s Learning Resources and consider the three different approaches of t tests:
    • Independent sample test
    • Paired sample t test
    • One sample t test
  • Based on each of the three research scenarios provided, open the High School Longitudinal Study dataset or the Afrobarometer dataset from this week’s Learning Resources using SPSS software, then choose and run the appropriate t test.
  • Once you perform your t test analyses, review Chapter 11 of the Wagner text to understand how to copy and paste your output into your Word document.

For this Assignment:

Write a 2- to 3-paragraph analysis of your t test results for each research scenario and include the SPSS syntax and output.  Do not forget to evaluate if the t test assumptions are met, justify the selection of type of t test, and report the effect size. Based on your results, provide an explanation of what the implications of social change might be.

Use proper APA format, citations, and referencing for your analysis, research questions, and output.

Operant Conditioning (Worth 30 Points)

Operant Conditioning (Worth 30 Points)

The purpose of this writing assignment is to apply critical thinking skills to conduct a real-life application of operant conditioning.

Learning Objectives 3c and 5c

Select a target behavior that you would like to strengthen in a person or animal in which you have daily contact. For example, you may choose to have your child pick up his/her toys more often; try to get more hugs from your significant other; train a dog to sit on command, etc.  Try to avoid selecting a target behavior you would like to weaken, which would require the use of positive punishment (punishment by application) or negative punishment (punishment by removal).

Step 1 Written Portion: State your target behavior. If you choose a target behavior in an animal, include the animal’s name, age, gender, and breed.  If you choose a target behavior in a person, include his or her first name, age, and relationship to you (such as a friend, co-worker, child, or significant other).

Once you have decided on a target behavior, collect data over the next day to find out how often the target behavior occurs without your guidance or reinforcement. In other words, just observe and count the times the target behavior occurs on its own. For example, if you choose the following target behavior: Teaching your dog how to roll over on command, then you would give the roll over command and count the times the dog rolls over (without your interference or guidance). This data is called the baseline frequency.

Step 2 Written Portion:  State your baseline frequency data. Describe your data collection, including the number of hours observed, where you observed the target behavior, and any other relevant information. Also, report any biases that may be introduced in your baseline frequency data collection. For instance, if you are doing your baseline frequency count on the number of times your dog sits on command, and you observe your pet during an obedience class, a bias will be introduced.

*Please note*: A baseline frequency of one day will implement a bias in your study. Report the bias, stating that a baseline frequency observed and recorded over several days may produce a more valid and reliable record of the target behavior.

On the next day, begin the process of operant conditioning. The first time the target behavior occurs; reinforce it with a behavior that you believe has meaning to the person/animal. Think through your operant conditioning terms. For instance, if the target behavior occurs, and you respond with “Great Job,” your compliment is positive reinforcement with a secondary/conditioned reinforcer, which increases the likelihood the target behavior will occur again.

If the baseline frequency is 0, in other words, if the target behavior does not occur on its own, then you will need to employ the technique of shaping.

Step 3 Written Portion: Write a paragraph reporting the number of times the target behavior occurred during the operant conditioning phase.  Explain why you think the target behavior increased, decreased, or stayed the same.  Use your operant conditioning terms to describe what you did, including your use of primary or secondary/conditioned reinforcers of positive reinforcement.  Also, explain if and how you used escape or avoidance conditioning of negative reinforcement. In addition, identify if you stayed with one type of effective reinforcer or if you used many.  Also, if you used shaping because the target behavior did not occur on its own, discuss how you applied shaping. Lastly, describe what you may have done differently, and report any conclusions you may have about your operant conditioning efforts.

Evaluate A Peer-Reviewed Journal Article

Instructions

For this assignment, you read the article written by Buzi, Smith, and Weinman (2014) located under your weekly resources. These authors used a chi-square analysis to analyze the data from their research study.

Now, write a summary of the research, including background information on the topic, the main hypotheses, methods, results, and the conclusions drawn by the researchers. In addition to this summary, be sure to address the following in your paper:

Describe the variables used in the analysis, along with the level of measurement (i.e., nominal, ordinal, interval, or ratio) for each variable.
Explain why the researchers used chi-square to analyze the data. In other words, how does the level at which each variable is measured determine which analysis is appropriate? Please support your answer to this question using the course materials or other scholarly resources.
Did the authors use a diverse group of participants (e.g., various ages, races, etc.) in their research? You should describe some characteristics of the sample used in the research.
Length:2-4 pages

Your paper should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards.

Authors:

Source:

Publisher Copyright:

ISSN:

DOI:

Document Type:

Author Keywords:

Language:

Accession Number:

Copyright:

Publisher Logo:

Database:

Screening for Depression Among Minority Young Males Attending a Family Planning Clinic

Buzi, Ruth S. Smith, Peggy B. Weinman, Maxine L.

PSYCHOLOGY OF MEN & MASCULINITY; JAN 2014, 15 1, p116-p119, 4p.

EDUCATIONAL PUBLISHING FOUNDATION-AMERICAN PSYCHOLOGICAL ASSOC

15249220

10.1037/a0031574

Journal

young males depression request for services

English

000330845600016

Copyright (c) Clarivate Analytics Web of Science

Social Sciences Citation Index

Screening for Depression Among Minority

1/7/20, 8:37 AM Page 1 of 10

 

 

Young Males Attending a Family Planning Clinic / BRIEF REPORT

By: Ruth S. Buzi Population Program, Baylor College of Medicine; Peggy B. Smith Population Program, Baylor College of Medicine Maxine L. Weinman Graduate College of Social Work, University of Houston Acknowledgement: This project was funded in part by the Texas Department of State Health Services (TDSHS), the Office of Population Affairs/Office of Family Planning (OPA/OFP) Department of Health and Human Service, and the McGovern Foundation.

Major Depressive Disorder (MDD) is recognized as one of the most common chronic conditions today. According to the U.S. Department of Health and Human Services (2012), approximately 2 million adolescents, or 8.0% of the population ages 12 to 17, had at least one major depressive episode during 2010. A recent report by the Substance Abuse and Mental Health Services Administration (SAMHSA, 2012) indicates that one in five American adults aged 18 or older, or 45.6 million, people had mental illness in the past year. The rate of mental illness was twice as high among those 18–25 (29.8%) than among those aged 50 and older (14.3%).

Males experience more persistent depressive symptoms and disorders from adolescence into adulthood than females (Dunn & Goodyer, 2006; Colman, Wadsworth, Croudace, & Jones, 2007). Non-Hispanic African American males tend to have the highest rates of MDD at 13.2%, followed by Hispanics or Latinos (12.7%) and then non-Hispanic Whites (8.7%) U.S. Department of Health & Human Services, 2012). Depression among minority adolescents and young adults was found to be related to stress, lack of social resources, and low socioeconomic status (Brown, Meadows, & Elder, 2007). Risk factors for African American men’s depression include economic strain, interpersonal conflicts, and racial discrimination (Watkins, Green, Rivers, & Rowell, 2006). Hispanic and African American

Listen American Accent

1/7/20, 8:37 AM Page 2 of 10

 

 

males also display significantly earlier onset of MDD compared with their White counterparts (Riolo, Nguyen, Greden, & King, 2005).

Despite the fact that males also suffer from depression, they seek mental help from health care professionals less frequently than females, which only further decreases the likelihood of diagnosing their mental health disorders (Addis & Mahalik, 2003; Smith, Braunack-Mayer, & Wittert, 2006). Males often feel pressured to avoid emotional expression, conceal weaknesses and vulnerability, and solve problems without requesting the help of others (Rochlen, McKelley, & Pituch, 2006). That pressure to be “masculine” may explain why men more readily than women express anger and irritability when depressed (Winkler, Pjrek, & Kasper, 2005).

Previous studies have found a strong association between somatic symptoms and depression (Saluja et al., 2004; Haug, Mykletun, & Dahl, 2004). Research also has indicated males who experience physical symptoms of depression are more likely to seek medical attention (Ferrin, Gledhill, Kramer, & Garrada, 2009). The National Institute of Mental Health has reported males are not always aware of symptoms of depression, which include physical issues such as headaches, stomach problems, and chronic pain (Harvard Medical School, 2011).

Family planning clinics provide access to reproductive health services to males. This can provide an opportunity to assess and address their mental health needs. However, research on mental health needs of males in these settings is scant. The purpose of this study was to assess depression among young males attending a family planning clinic and whether depression varied by sociodemographics and service requests. This study can begin to fill the gaps and provide some useful information for future studies and interventions targeting this understudied population.

Method

Participants The study included a convenience sample of 535 African American and Hispanic young males who attended a family planning clinic with designated hours for males ages 13–25. The sample reflects the profile of clients receiving services at the clinic. The clinic is located

1/7/20, 8:37 AM Page 3 of 10

 

 

in an inner-city neighborhood in a large city in the southwest United States. The clinic provides low-cost to free comprehensive family planning and reproductive health services to indigent adolescents and young adults who reside in the inner city. Services provided include reproductive health screening related to puberty development, immunization status, abuse history, mental health, substance abuse history, sexual health risk assessment, screening and treatment for a sexually transmitted disease (STD), and risk reduction counseling. Males come to the clinic mainly for STD testing and treatment. Informed consent was obtained before data collection. Parental consent for clinical services is solicited but not required from minors serviced at Title X–funded clinics.

The study included 535 African American and Hispanic young males. Their mean age was 20.07, SD = 2.64, range 14–27. Three hundred fifty-three (66.0%) were African American, and 182 (34.0%) were Hispanic. The majority, 482 (92.2%), were single. One hundred sixty- five (31.0%) were fathers. Two hundred forty-three (46.6%) were in school, and 67.2% had graduated high school or were in college. A total of 196 (36.6%) young males were employed, and 124 (23.7%) had health insurance. Three hundred sixty-one (67.7%) reported they came for STD testing or treatment, and 247 (46.3%) reported they came for a check-up.

Procedure Participants were recruited to the study during their visit to the family planning clinic on male designated days. Recruitment to the study took place only on the designated days for males. Males who came on other days were not recruited to the study. The sample reflects approximately 61% of the males seen during the study period at the clinics. A clinic staff member explained that the purpose of the study was to better understand the needs of young males who access family planning services. Informed consent was obtained before data were collected. To protect participants’ confidentiality, they completed the questionnaires in a private room. The staff member was also available to clarify answers to any questions. The Institutional Review Board of the affiliated institution approved the study.

Measures Depression

Depression was measured using the Center for Epidemiologic Studies Depression Scale

1/7/20, 8:37 AM Page 4 of 10

 

 

(CES-D) (Radloff, 1977). The CES-D consisted of 20 questions pertaining to depressive symptoms, prefaced with “How often have you felt this way during the past week?” Respondents were asked to rate items such as depressed mood, feelings of worthlessness, feelings of hopelessness, loss of appetite, poor concentration, and sleep disturbance. Possible scores ranged from 0 to 60, with higher scores indicating more severe depressive symptoms. A score of 16 or higher indicated a depressive disorder. In cases with unanswered items, the Radloff scoring procedure was used to rescore each case to match the standard CES-D score. Participants who had more than one missing score on any of the 20 items were excluded from the analysis.

Sociodemographic characteristics

The measures for sociodemographic characteristics included age, ethnicity, school status, owning health insurance, marital status, fatherhood status, and employment status.

Service Requests Males were given a list of 20 services and asked if they wanted to know more about any of these areas. The list included services to assist with health screenings, relationships, anger management, eating well and exercising, employment, and education.

Results

Sociodemographic Characteristics Of the 535 young males who participated in the study, 119 (22.2%) met criteria for a depressive disorder. Chi-square analyses were conducted to compare the depressed and nondepressed males based on sociodemographic characteristics. The results indicated Hispanic males were more depressed than African American males (28.6% vs. 19.0%, χ = 6.38, df = 1, n = 535, p = .011). No other sociodemographic characteristics distinguished depressed and nondepressed males (see Table 1). Ethnic differences were also examined with regard to sociodemographic characteristics. Employment was the only demographic characteristic that was statistically significant. Hispanics were more likely to be employed than African Americans (42.9% vs. 33.4%, χ = 4.59, df = 1, n = 535, p = .032).

2

2

C hat w

ith U s

1/7/20, 8:37 AM Page 5 of 10

 

 

Socio-Demographic by Depression

Request for Services Of the 20 services, 10 showed significant statistical differences between depressed and nondepressed males. Depressed males requested services related to STD prevention, getting along with family and partners, getting a job, working out, eating well, being depressed/feeling down, testicular cancer, college applications/loans, vasectomies, and emergency contraception (see Table 2).

1/7/20, 8:37 AM Page 6 of 10

 

 

Interest in Services by Depression

Discussion

This study assessed depression and the associations between depression, sociodemographics, and service requests among young minority males attending a family planning clinic. A little over 20% of the men in this sample met criteria for depression. Depression was higher among Hispanic males than African American males. This finding is inconsistent with other studies that have shown higher rates of depression among African American males than Hispanic males. Risk factors for depression among Hispanics include ethnic Microaggressions, a form of everyday, interpersonal discrimination that can increase feelings of depression and sickness (Huynh, 2012). Findings indicated depressed males were more likely to express interest in services. These service requests related to relationships, feelings, financial resources, physical issues, and well-being. Interest in physical issues was consistent with interest indicated in previous studies. These studies found that African American individuals focus more on somatic and physical symptoms to express depression (Kennard et al., 2006).

Although the young males in the study did not attend the family planning clinic for mental health services, when given the opportunity, they acknowledged issues related to depression. Data suggest that minorities with depression are more likely to seek care for mental health problems from primary care providers rather than from mental health specialists (National Prevention Council, 2011). As young males are now included in family planning clinics, screening them for depression may be an important aspect of comprehensive health assessments. Although these clinics cannot provide continuous mental health care, they can screen and link males with the appropriate care.

This study had limitations related to its cross-sectional design and reliance on one self- reported instrument. The study also did not inquire about accessing mental health services. However, the findings of the initial assessment suggested that because males have limited access to health care services, they need to be screened for depression in settings they frequent. Additionally, young males may be more receptive to acknowledging mental health issues in family planning clinics because these clinics may be perceived as less stigmatizing than mental health settings. To further our understanding of the extent and

1/7/20, 8:37 AM Page 7 of 10

 

 

nature of depression among young males, more studies will be required. Multiple approaches may contribute to a better understanding of cultural and developmental aspects related to mental health care issues among young males. Focus groups with young minority males attending family planning clinics have shown to contribute to an in-depth understanding of unmet needs, challenges and barriers related to their physical and mental well-being (Buzi & Smith, in press).

References Addis, M. E., & Mahalik, J. R. (2003). Men, masculinity, and the contexts of help-seeking. American Psychologist, 58, 5–14. doi:10.1037/0003-066X.58.1.5

Brown, J. S., Meadows, S. O., & Elder, G. H. (2007). Race-ethnic inequality and psychological distress: Depressive symptoms from adolescence to young adulthood. Developmental Psychology, 43, 1295–1311. doi:10.1037/0012-1649.43.6.1295

Buzi, R. S., & Smith, P. B. (in press). Access to sexual and reproductive health care services: Young men’s perspectives. Journal of Sex & Marital Therapy.

Colman, I., Wadsworth, M., Croudace, T., & Jones, P. (2007). Forty-year psychiatric outcomes following assessment for internalizing disorder in adolescence.

Dunn, V., & Goodyer, I. M. (2006). Longitudinal investigation into childhood–and adolescent–onset depression: Psychiatric outcome in early adulthood. The British Journal of Psychiatry, 188, 216–222. doi:10.1192/bjp.188.3.216

Ferrin, M., Gledhill, J., Kramer, T., & Garralda, E. (2009). Factors influencing primary care attendance in adolescents with high levels of depressive symptoms. Social Psychiatry and Psychiatry Epidemiology, 44, 825–833. doi:10.1007/s00127-009-0004-x

Harvard Medical School. (2011). Recognizing depression in men. Harvard Mental Health Letter, June, 4–5.

Haug, T. T., Mykletun, A., & Dahl, A. (2004). The association between anxiety, depression,

1/7/20, 8:37 AM Page 8 of 10

 

 

and somatic symptoms in a large population: The HUNT-II Study. Psychosomatic Medicine, 66, 845–851. doi:10.1097/01.psy.0000145823.85658.0c

Huynh, V. W. (2012). Ethnic Microaggressions and the depressive and somatic symptoms of Latino and Asian American adolescents. Journal of Youth and Adolescence, 41, 831–846. doi:10.1007/s10964-012-9756-9

Kennard, B. D., Stewart, S. M., Hughes, J. L., Patel, P. G., & Emslie, G. J. (2006). Cognitions and depressive symptoms among ethnic minority adolescents. Cultural Diversity and Ethnic Minority Psychology, 12, 578–591. doi:10.1037/1099-9809.12.3.578

National Prevention Council. (2011). National Prevention Strategy. Washington, DC: U. S. Department of Health and Human Services, Office of the Surgeon General.

Radloff, L. S. (1977). The CES-D Scale A Self-Report Depression Scale for Research in the General Population. Applied Psychological Measurement, 1, 385–401. doi:10.1177/014662167700100306

Riolo, S. A., Nguyen, T. A., Greden, J. F., & King, C. A. (2005). Findings from the National Health and Nutrition Examination Survey III. American Journal of Public Health, 95, 998– 1000. doi:10.2105/AJPH.2004.047225

Rochlen, A. B., McKelley, R. A., & Pituch, K. A. (2006). A preliminary examination of the “Real Men. Real Depression” campaign. Psychology of Men & Masculinity, 7, 1–13. doi:10.1037/1524-9220.7.1.1

Saluja, G., Iachan, R., Scheidt, P. C., Overpeck, M. D., Sun, W., & Giedd, J. N. (2004). Prevalence of and risk factors for depressive symptoms among young adolescents. Archives of Pediatric and Adolescent Medicine, 158, 760–765. doi:10.1001/archpedi.158.8.760

Smith, J. A., Braunack-Mayer, A., & Wittert, G. (2006). What do we know about men’s help- seeking and health service use?The Medical Journal of Australia, 184, 81–83.

1/7/20, 8:37 AM Page 9 of 10

 

 

Substance Abuse and Mental Health Services Administration (SAMHSA). (2012). Results from the 2011 National Survey on Drug Use and Health: Mental Health Findings and Detailed Tables. Retrieved December 2, 2012 from http://www.samhsa.gov/data/NSDUH/2k11MH_FindingsandDetTables/index.aspx

U.S. Department of Health and Human Services. (2012). Results from the 2010 National Survey on Drug Use and Health: National Findings. Retrieved March 16, 2012 from http://www.samhsa.gov/data/NSDUH/2k10MH_Findings/2k10MHResults.pdf

Watkins, D. C., Green, B. I., Rivers, B. M., & Rowell, K. L. (2006). Depression and black men: Implications for future research. The Journal of Men’s Health & Gender, 3, 227–235. doi:10.1016/j.jmhg.2006.02.005

Winkler, D., Pjrek, E., & Kasper, S. (2005). Anger attacks in depression–Evidence for a male depressive syndrome. Psychotherapy and Psychosomatics, 74, 303–307. doi:10.1159/000086321

Submitted: August 26, 2012 Revised: December 13, 2012 Accepted: December 15, 2012

This publication is protected by US and international copyright laws and its content may not be copied without the copyright holders express written permission except for the print or download capabilities of the retrieval software used for access. This content is intended solely for the use of the individual user.

Source: Psychology of Men & Masculinities. Vol. 15. (1), Jan, 2014 pp. 116-119) Accession Number: 2013-05712-001 Digital Object Identifier: 10.1037/a0031574

1/7/20, 8:37 AM Page 10 of 10

Aggression Power Point

general aggression model, it is very important to understand the components of the model; the factors (e.g., person, situation, social encounters) that serve as component parts of the whole model.

For this task, you will reflect on what you have learned about the various social psychological theories of aggression this week.

Select three components of the General Aggression Model (e.g., components part of person factors, situation factors, or social encounters), then create a PowerPoint presentation where your goal is to teach how each explains aggression.

1. Use the three components to prepare slides that discuss what you believe best explains why people become aggressive.

2. Prepare slides that discuss at least three assumptions that these components would make about the definition of aggression. Present an argument about whether you find that these assumptions are, in fact, in line with the definition/assumptions that you had of aggression before you started the course?

a. If so, what have you learned new?

b. If not, how has this model helped to enhance your assumptions of aggression? How?

Incorporate appropriate animations, transitions, and graphics as well as “speaker notes” for each slide. The speaker notes may be comprised of brief paragraphs or bulleted lists.

Support your presentation with at least two scholarly resources. In addition to these specified resources, other appropriate scholarly resources may be included.

Length: 12-15 slides (with a separate reference slide)

Notes Length: 100-150 words for each slide