What do I understand by the working alliance and how does this understanding enhance my integrative practice?

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  • Essays to be 4000 words (+/- 10%) excluding titles, subheadings, quotes and

references (footnotes & appendices are not permissible)

Essay 1

  • What do I understand by the working alliance and how does this understanding enhance my integrative practice?

Essay Descriptor:

At a minimum, you will need to:

  • Refer to your understanding of what is meant by ‘the working alliance’ and its place within the therapeutic relationship, using counseling theory
  • Include your view of how the working alliance sits within your integrative framework
  • Describe how your own experience has led to this understanding
  • Include your view of how difference could impact you within your integrative practice
  1. Essays should demonstrate a self-reflective and non-oppressive attitude to clinical practice and should include current research of the discipline.

Examine the ASCA Ethical Standards for School Counselors, and possibly the 2014 ACA Code of Ethics, as well.Identify the various and specific codes related to your case.

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For your initial post to this discussion, complete the following:

Find at least one article that describes evidence-based school interventions related to the elements of your scenario.
Find at least two articles related to interventions appropriate for individual or group counseling and connected to your theory of choice.
Find at least one article that discusses the ethics related to your selected case.
Cite the articles in APA format in your discussion along with 3–5 sentences about each article. For example, what did you take away from the article that informs your case interventions, such as outcomes, data and statistics, application, population, and culturally relevant factors?
Examine the ASCA Ethical Standards for School Counselors, and possibly the 2014 ACA Code of Ethics, as well. Identify the various and specific codes related to your case. This should be an in-depth exploration of the codes of ethics.
American School Counselor Association. (2016). ASCA ethical standards for school counselors [PDF]. Retrieved from http://www.schoolcounselor.org/asca/media/asca/Ethics/EthicalStandards2016.pdf
American Counseling Association. (2014). 2014 ACA code of ethics [PDF]. Retrieved from http://www.counseling.org/docs/ethics/2014-aca-code-of-ethics.pdf

What do athletes experience during athletes return to sport process? How the issues of autonomy, competence and relatedness posited in self-determination theory produce return-to-sport outcomes.

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Literature review critically dicussing and interpretating using self-determination theory, facets included in athlete’s return to sport (rehabilitation efficacy, fear of reinjury, social support, psychological readiness to return and re-integrating with team) to answer the research questions: What do athletes experience during athletes return to sport process? How the issues of autonomy, competence and relatedness posited in self-determination theory produce return-to-sport outcomes.

Which career counseling strategies would you use to help with the changes resulting from job loss?

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Job Loss Case Study

For this assignment, assume a large employer is closing in the community. In the Longevin family, the grandfather, Joe (age 60), the daughter Angela (age 40), and the grandson, Peter (age 20), are all losing their jobs. When Joe was 42, he was diagnosed with depression, but he has controlled this for the past few years. You may embellish this scenario as needed, including cultural implications and assessment results. Use Job Loss Case Study Template (linked in Resources) and address the following elements in this assignment:
•Analyze the early, middle, and later developmental stages of career development for a case study. ◦Analyze the three developmental career stages of Joe, Angela, and Peter.

•Analyze the interrelationships pertaining to work, mental well-being, family, and other life roles and factors. ◦Discuss how job loss might impact each person in terms of their relationships and mental well-being for the case study.
◦Discuss how family roles and responsibilities may shift as a result of job loss in the case study.

•Which career counseling strategies would you use to help with the changes resulting from job loss?
•Select developmentally appropriate career assessments that would be helpful to guide your work with each client in this case study. Name one assessment you would use for each person and describe the criteria you used to make this choice.
•Assess the cultural appropriateness of the assessments you chose for each client.
•Based on the assessment results and the effects of job loss you identified, select and apply career counseling strategies to the case study that would facilitate skill development for the planning and management of career, education, and life-work.

Review the Job Loss Case Study Scoring Guide to understand the grading expectations for this assignment.

Submission Requirements
•Communication: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the counseling professions. Write effectively through the consistent use of grammar, punctuation, mechanics, and APA format. Use scholarly resources that support your analysis through clear, concise, well-organized, and grammatically correct writing that incorporates appropriate APA style conventions with few errors.
•APA Requirements: Follow current edition APA style and format.
•References: Include at least three references, including your text.
•Length: 3–5 pages.
•Safe-assign: For this assignment in this course, use the Safe-assign Draft option to check your writing and ensure that you have paraphrased, quoted, and cited your sources appropriately. Run a Safe-assign report, saving your paper as a draft. Based on your Safe-assign results, make any necessary changes to your paper before submitting your assignment to your instructor for grading.

Describe the differential diagnostic approach for a mental health disorder co-occurring with substance use with strong support from scholarly sources.

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Assessment of Addiction and Co-Occurring Disorders.

For this assignment, use the selected case study (Ji-woo) and analyze assessment tools that would support the diagnostic process for both the substance use and mental health issues presented.

Meet Ji-woo

Ji-woo is a 19-year-old woman of Korean decent. She was born in South Korea and moved to the United States with her parents when she was 2 years old. She has many relatives in the United States including aunts, uncles and cousins, but her grandparents and some other extended family members remain in the Korea. She visited them every couple years while growing up and often stayed for several weeks at a time. Ji-woo’s parents describe her as a happy child who was able to enjoy time with friends and family on two continents. Unfortunately, this changed after Ji-woo was in a car accident last summer.

 

The Accident

Ji-woo was enjoying a high school graduation celebration with friends at a nearby park when the accident occurred. The car in which she was traveling struck a tree at a high rate of speed causing the car to careen into the woods. Ji-woo suffered severe injuries to her back and legs that required multiple surgeries, but her family felt lucky that she survived as one of Ji-woo’s friends died of her injuries the night of the accident.

 

Ji-woo Struggles with Opiates

As Ji-woo struggled to recover from the accident, she came to rely upon opiate medications that were initially prescribed to help manage her pain. As weeks passed, her physical injuries healed, but she found that the numbing sensation that the opiates provided helped block the pain associated with the loss of her friend and memories of the accident. When her physician refused to refill her prescription, Ji-woo found contacts through a mutual friend who could supply the pills for a price. She found they helped her sleep and gave her a warm feeling that helped her act like her old self. Whenever the pills ran out, she found the memories of the accident became worse and popped into her head when she had quiet moments to herself. She has had some thoughts of hurting herself when she questions why her friend died yet she survived, but with the relief of the pills, she has been able to push those thoughts away.

 

Ji-woo’s Family Interviens

When she was physically well enough to travel, Ji-woo’s grandparents invited her to visit because they were anxious to see her. To everyone’s shock, she refused to travel to the Korea. One of her cousins suggested that it might be because Ji-woo couldn’t get enough pain pills to be away that long. This alarmed Ji-woo’s parents who did not know how or where she could be getting the pills. Searching Ji-woo’s room, they found plastic vials tucked in odd places some empty and some with pills. At their insistence, Ji-woo agreed to meet with a counselor to help explore how she was really handling the accident.

Assignment Instructions

  • Consider scholarly literature for your selected assessment to analyze the level of appropriateness of the tool to assess clients from diverse backgrounds.
    • Selects appropriate diagnostic assessment tools for both substance use and mental health issues, including additional assessments that can be eliminated as being inappropriate.
    • Analyzes the selected tools’ applicability to diverse populations including a clear rationale for the selected tools.
  • Include information that would be needed to formulate a differential diagnosis.
    • Describe the differential diagnostic approach for a mental health disorder co-occurring with substance use with strong support from scholarly sources.
  • Formulate a provisional diagnosis following the DSM-5 criteria using the assessment template provided including a concise summary.
    • Analyzes the advantages and disadvantages of a family systems approach for assessment of a substance use disorder (SUD).
  • Follow the template to address client strengths, challenges, and level of care.
    • Formulates a detailed provisional diagnosis on the assessment template based upon current DSM criteria that includes descriptions of client strengths and challenges.
    • Presents a summary of the assessment process noting the limitations and outstanding issues requiring further exploration.

What implications does the plot’s layout as a whole have for contemporary mainstream psychology, and how might it suggest a need for a shift in focus or perspective?

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Referring to the plot data (The plot can be located in the file upload ‘multiple sorting task data) Please answer each question. Each question should be no more than 400 words in length and please avoid repetition in the answers to different questions.

1. How might you account for the horizontal distribution of items in the lower-half of the plot? What does it say about the nature of psychological knowledge?

2. How might you account for the vertical distribution of items on the left side of the plot? What does it say about the nature of psychology as a discipline?

3. How might you account for the relatively central location of ‘Deconstruction’ on the plot?

4. What implications does the plot’s layout as a whole have for contemporary mainstream psychology, and how might it suggest a need for a shift in focus or perspective?

5. In what way does your own attempt to interpret the plot exemplify or mirror the very issues with which the plot itself is concerned?

Please Demonstrate an advanced knowledge and critical understanding of the social, historical and cultural construction of scientific psychology and its findings, and its political and ethical implications.

Discuss three different ethical positions or theories that you would apply. Also reference any relevant sections of your professional code of ethics; e.g., APA, ACA, etc. Do not present your opinion(s) on the problem or attempt to solve it here.

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This is a master’s Human Services Program

Final Paper:

Find an ethical problem or issue in a profession in which you are interested or that you expect to enter yourself.  — (I would like to see something to the effect of working with the homeless or in social services as a Case Manager)

Part 1

Present a summary explanation and/or analysis of the ethical problem(s) or issue(s), presenting the various sides of the conflict, and, if possible, the differing opinions that have been given about it. State clearly what the ethical problem is that you will be dealing with. This section should be neutral and objective. Shorter is better than longer in this section. Do not try to solve the problem or present your opinion(s) in this section.

Part 2

Discuss three different ethical positions or theories that you would apply. Also reference any relevant sections of your professional code of ethics; e.g., APA, ACA, etc. Do not present your opinion(s) on the problem or attempt to solve it here.

Part 3

In this final section, present what you think would be the best solution to the problem, along with your reasons for your solution and why you think your solution is superior to the others that might be given. This is the section in which you should discuss your problem and present your opinion(s). Longer is better than shorter in this section. Say what ethical theory or theories and professional-code sections you are using to arrive at your solution.

This should be a 2,100- to 2,800-word (or 6- to 8-page) paper, excluding cover page, abstract, and references, using APA formatting.

As a Counselor (CDCA) Case Manager with a medically assisted treatment center. I complete intake assessments on new clients and perform case management duties. Some of my other papers have included ethical dilemmas from where I work, the Professor stated I had created a list of what not to do in the profession.

Class is ORG 6520 Professional Ethics, Standards of Practice & Law – This course is a study of the ethical and legal issues confronting practicing professionals. Topics related to ethics, standards of practice, and professional conduct are explored. Students learn principles of ethical decision making, standards for human and animal use in research, and standards of care specified by state and federal laws. Emphasis is placed on exploration of the emotional impact that major ethical and legal dilemmas have on decision – making. Students also examine the professional code of ethics for their professional discipline. This course must be taken at University of the Rockies and may not be transferred from another institution. Equivalent to EDU 5200/ORG 6217/ORG 6752

Resources that were listed for entire class. – May use a few but must have # 1 American Psychological Association. (2017). Ethical Principles of Psychologists and Code of Conduct

American Psychological Association. (2017). Ethical Principles of Psychologists and Code of Conduct, Including 2010 and 2016 Amendments [Web page]. Retrieved from http://www.apa.org/ethics/code/Anderson, A., Barenberg, L., & Tremblay, P. R. (2006). Professional ethics in interdisciplinary collaboratives: Zeal, paternalism and mandated reporting. Clinical Law Review, 13. 659-718.

Ashley, G. C., & Reiter-Palmon, R. (2012, September). Self-awareness and the evolution of leaders: The need for a better measure of self-awareness. Journal of Behavioral and Applied Management, 14(1), 2-17.Annas, G. J. (2006, September 28). Hunger strikes at Guantanamo —Medical ethics and human rights in a “legal black hole.” New England Journal of Medicine, 355(13), 1377-1382.

Banks, S., Herrington, T., & Carter, K. (2017, June 15). Pathways to co-impact: action research and community organising. Educational Action Research, (25)4, 541-559. doi:10.1080/09650792.2017.1331859

Blanding, M. (2013, December 9). How Cultural Conflict Undermines Workplace Creativity [Web page]. Retrieved from https://www.forbes.com/sites/hbsworkingknowledge/2013/12/09/how-cultural-conflict-undermines-workplace-creativity/#3cce89db214f

Bokhari, M., Saadan, R., Pilus, A. M., Hassan, S. N. S., Jano, Z., Ishak, N. M., & Mahmud, Z. (2014, July 24). Contribution of awareness and understanding in legal and ethics towards the practice of confidentiality amongst counselors [PDF file]. Asian Social Science, 10(16), 144-151. doi:10.5539/ass.v10n16p144. Retrieved from http://www.ccsenet.org/journal/index.php/ass/article/viewFile/38871/21546

Caldwell, C. (2009). Identity, self-awareness, and self-deception: Ethical implications for leaders and organizations. Journal of Business Ethics, 90, 393-406.

Christie, P., Kwon, I., Stoeberl, P., & Baumhart, R. (2003, September). A cross-cultural comparison of ethical attitudes of business managers: India, Korea and the United States. Journal of Business Ethics, 46(3), 263-287.

Eskridge, R. D., French, P. E., & McThomas, M. (2012). The International City/County Management Association Code of Ethics. Public Integrity, 14(2), 127-150.

Gaumnitz, B. R., & Lere, J. C. (2002, January). Contents of codes of ethics of professional business organizations in the United States. Journal of Business Ethics, 35(1), 35-49.

Hunter, S. T. (2012, April). (Un)ethical leadership and identity: What did we learn and where do we go from here? Journal of Business Ethics, 107(1), 79-87.

Johnson, W. B., Barnett, J. E., Elman, N. S., Forrest, L., & Kaslow, N.J. (2012, October). The competent community: Toward a vital reformulation of professional ethics. American Psychologist, 67(7), 557-566.

Joy, P., & McMunigal, K. C. (2017, Winter). When does monitoring defendants and their lawyers cross the line? [PDF file]. Criminal Justice, 31(4), 46-51. Retrieved from https://www.americanbar.org/content/dam/aba/publications/criminal_justice_magazine/v31/CJ_v031n04_McMUNIGAL.authcheckdam.pdf

Jungers, C. M., & Gregoire, J. (2016, July 1). Authenticity in ethical decisionmaking: Reflections for professional counselors. The Journal of Humanistic Counseling, 55(2), 99-110. doi:10.1002/johc.12027

Kass, J. (2013). Helping or Hurting? The Ethics of Voluntourism [Web page]. Retrieved from https://www.brandeis.edu/ethics/ethicalinquiry/2013/May.html

Martin, W. (2013, March). Beyond the Hippocratic Oath: Developing codes of conduct in healthcare organizations. OD Practitioner, 45(2), 26-30.

Ravishankar, L. (2003, February 4). Encouraging Internal Whistleblowing in Organizations [Web page]. Retrieved from https://www.scu.edu/ethics/focus-areas/business-ethics/resources/encouraging-internal-whistleblowing/

University of the Rockies. (2014). Institutional Review Board (IRB) Handbook [PDF file]. Retrieved from http://wac.6fdc.edgecastcdn.net/006FDC/UOR/PDF/IRB_Handbook_2014_2015__BN41814_FINAL.pdf

Velasquez, M., Moberg, D., Meyer, M. J., Shanks, T., McLean, M. R., DeCosse, D., … & Hanson, K. O. (2009, May). A Framework for Ethical Decision Making [Web page]. Retrieved from https://www.scu.edu/ethics/ethics-resources/ethical-decision-making/a-framework-for-ethical-decision-making/

Verges, A. (2010). Integrating contextual issues in ethical decision making. Ethics & Behavior, 20(6), 497-507. doi:10.1080/10508422.2010.521451

Weber, Z. (2004). Working towards culturally sensitive ethical practice in a multicultural society. Journal of Practice Teaching 5(3), 40-54. Retrieved from http://journals.whitingbirch.net/index.php/JPTS/article/download/314/346

Wigand, J. (n.d.) Inside the Tobacco Deal [Web page]. Retrieved from http://www.pbs.org/wgbh/pages/frontline/shows/settlement/timelines/wigand.html

Recommended Resources

Associated Press. (2006, October 20) Mark Hodler; Exposed Scandal in Selection of Olympics’ Host Cities [Web page]. Retrieved from http://www.washingtonpost.com/wp-dyn/content/article/2006/10/19/AR2006101901725.html

BBC News. (2014, January 17). Edward Snowden: Leaks that exposed US spy programme [Web page]. Retrieved from http://www.bbc.com/news/world-us-canada-23123964

Ellsberg, D. (n.d.). Daniel Ellsberg’s Website [Web page]. Retrieved from http://www.ellsberg.net/bio Ethics & Compliance Initiative. (n.d.).  Ethics & Compliance Initiative (ECI) [Web page]. Retrieved from http://www.ethics.org/home

Government Accountability Project. (n.d.). What is a whistleblower? [Web page]. Retrieved from https://www.whistleblower.org/what-whistleblower

Harvard Business School. (n.d.). HBS Working Knowledge: Business Research for Business Leaders [Web page]. Retrieved from http://hbswk.hbs.edu

Markkula Center for Applied Ethics. (2014, August 1).  Calculating Consequences: The Utilitarian Approach to Ethics [Web page]. Retrieved from https://www.scu.edu/ethics/ethics-resources/ethical-decision-making/calculating-consequences-the-utilitarian-approach/

Markkula Center for Applied Ethics. (n.d.) An Approach to Ethical Decision-Making [Web page]. Retrieved from http://www.ee.scu.edu/eefac/healy/approach.html

O’Connor, J. D. (2005, July). “I’m the Guy They Called Deep Throat” [Web page]. Retrieved from https://www.vanityfair.com/news/politics/2005/07/deepthroat200507

Santa Clara University. (n.d.). Markkula Center for Applied Ethics [Web page]. Retrieved from https://www.scu.edu/ethics/Shanks, T. S. J. (1995, January 1).  Everyday Ethics [Web page]. Retrieved from https://www.scu.edu/ethics/ethics-resources/ethical-decision-making/everyday-ethics/

Shanks, T. S. J. (2015, August 19).  How Did I Live Today? [Web page]. Retrieved from https://www.scu.edu/ethics/ethics-resources/ethical-decision-making/how-did-i-live-today/

Velasquez, M., André, C., Shanks, T. S. J., & Meyer, M. J. (1987, January 1). Can Ethics Be Taught? [Web page]. Retrieved from https://www.scu.edu/ethics/ethics-resources/ethical-decision-making/can-ethics-be-taught/

Velasquez, M., André, C., Shanks, T. S. J., & Meyer, M. J. (1988, December 1).  Conscience and Authority [Web page]. Retrieved from https://www.scu.edu/ethics/ethics-resources/ethical-decision-making/conscience-and-authority/

Velasquez, M., André, C., Shanks, T. S. J., & Meyer, M. J. (1988, January 1).  Consistency and Ethics [Web page]. Retrieved from https://www.scu.edu/ethics/ethics-resources/ethical-decision-making/consistency-and-ethics/Velasquez, M., André, C., Shanks, T. S. J., & Meyer, M. J. (1988, January 1).  Ethics and Virtue [Web page]. Retrieved from https://www.scu.edu/ethics/ethics-resources/ethical-decision-making/ethics-and-virtue/

Velasquez, M., André, C., Shanks, T. S. J., & Meyer, M. J. (1991, July 1).  Who Counts? [Web page]. Retrieved from https://www.scu.edu/ethics/ethics-resources/ethical-decision-making/who-counts/

Velasquez, M., André, C., Shanks, T. S. J., & Meyer, M. J. (1992, August 1).  Ethical Relativism [Web page]. Retrieved from https://www.scu.edu/ethics/ethics-resources/ethical-decision-making/ethical-relativism/

Velasquez, M., André, C., Shanks, T. S. J., & Meyer, M. J. (2014, August 1).  Justice and Fairness [Web page]. Retrieved from https://www.scu.edu/ethics/ethics-resources/ethical-decision-making/justice-and-fairness.

Describe whether your research question was supported from the hypothetical data. Be sure to incorporate statistical significance into your answer.

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PSY 510 SPSS Assignment 4

Before you begin the assignment:

  • Review the video tutorial in the Module Eight resources for an overview of comparing means in SPSS.
  • Download and open the Food Consumption SPSS data set.

An overview of the data set:

This data set presents the results of a hypothetical experiment that examined dieting, food consumption, and mood. In the first session of the experiment, a sample of dieters and non-dieters were given a plate of food from a popular restaurant. The amount of food (in ounces) that they consumed was measured. In addition, their mood was measured. One week later, the same participants were tested again. This time, while they were eating their plate of food, they also watched a funny movie. Researchers again measured food consumption and mood, as well as participants’ feelings about their body and self-esteem. Specifically, the following variables are included:

  • Subnum: This is the ID number given to track each participant in the experiment.
  • Dietingstatus: This identifies whether or not the participant self-identified as a dieter. If the participant was not dieting, he or she was coded as a “1”, and if the participant was dieting, he or she was coded as a “2”.
  • Consumption1: The amount of food (in ounces) eaten at time 1.
  • Consumption2: The amount of food (in ounces) eaten at time 2.
  • Mood1: Participants’ mood at time 1. Scale ranged from 1 (negative mood) to 10 (positive mood).
  • Mood2: Participants’ mood at time 2. Scale ranged from 1 (negative mood) to 10 (positive mood).
  • Bodyimage: Participants’ self-reported body satisfaction. Scale ranged from 25 (dissatisfied) to 50 (satisfied).
  • Selfesteem: Participants’ self-esteem rating. Scale ranged from 15 (low self-esteem) to 30 (high self-esteem).

Questions:

1a) Use the Compare Means function to examine the means for dieters and non-dieters on the Body Image and Self Esteem variables.

Paste relevant output below:

1b) Describe the differences in means that you see.

Type your answer below:

2a) Conduct independent samples t-tests to see if the differences noted above are significant. In other words, conduct two independent samples t-tests, one examining the relationship between Dieting Status and Body Image and one examining the relationship between Dieting Status and Self-Esteem.

Paste your relevant output below (Read carefully: The best way to do this is to select “Copy Special” when copying from the SPSS output. Then select image as a format to copy. When pasting in Word, select Paste Special, choose a picture format, and then resize the image so it fits the screen):

2b) Use the Sig. (2-tailed) column to find the p-values for each test. Based on these p-values, are either of the tests significant? How do you know? Based on the significance of the tests, what would you conclude about the relationship between dieting and body image and the relationship between dieting and self-esteem?

Type your answer below:

3a) Use SPSS to calculate the means for Consumption1, Consumption2, Mood1, and Mood2.

Paste your relevant output below:

3b) From the means, describe how scores on Consumption and Mood changed from Time 1 to Time 2.

Type your answer below:

3b) Conduct dependent samples t-tests on the Consumption variables and the Mood variables. In other words, you need to conduct two separate dependent samples t-tests.

Paste your relevant output below (use the same copy/paste technique as in 2a)

3c) Use the Sig. (2-tailed) column to find the p-values for each test. Based on these p-values, are either of the tests significant? How do you know? Based on the significance of the tests, what would you conclude about the changes in consumption and mood?

Type your answer below:

4a) Describe a research hypothesis (unrelated to the Food Consumption dataset) that could be assessed using a dependent samples t-test. Be sure to describe your variables.

Type your answer below:

4b) Enter hypothetical data relevant to your research question for at least 10 participants. Then, conduct a dependent samples t-test on the data in SPSS.

Paste relevant output below:

4c) Describe whether your research question was supported from the hypothetical data. Be sure to incorporate statistical significance into your answer.

Type your answer below:

 

Based on the studies outlined above, what is your research hypothesis for the relationship between perceived social support and Facebook use?

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Seminar 10: Lab Report 1 – Data Analysis A

Theoretical background: A meta-analysis conducted by Song et al. (2014) tested two models of the relationship between perceived social support and Facebook use Based on their findings, the model postulating that a perceived lack of social support leads to more intense Facebook use seems more likely. However, not all studies have come to the same conclusion. For example, Lönnqvuist et al. (2016) tested this relationship using a diverse set of social well-being questionnaires and found no relationship between perceived social support and the size of the Facebook network (quantified as the number of Facebook friends). They did not test other aspects of Facebook use. More recently, Brailovskaia et al. (2019) highlighted that when people perceive a lack support from their ‘offline’ social network, they tend to increase their Facebook use in order to compensate for this lack of support by receiving social support from their ‘online’ social network.

Brief description of the current study: You conducted a study to test this relationship using the following questionnaires (specific items can be found in the SPSS dataset and in LabReport1_Questionnaires_2019.docx uploaded to the Moodle folder):

1) Facebook Intensity Scale (FIS): to assess the intensity of Facebook use

2) Interpersonal Support Evaluation Scale (ISEL): to assess the perceived offline social support

3) Online Social Support (OSS) Scale: to assess the perceived online social support

STEP 1: Hypotheses

  1. A) Based on the studies outlined above, what is your research hypothesis for the relationship between perceived social support and Facebook use?

You will need to include this hypothesis in the Lab report.

  1. B) What are the statistical hypotheses to test the relationship?

No need to include these in the Lab report.

STEP 2: Descriptive statistics

You will need to describe your sample.

  1. A) First, explore whether all participants use Facebook. This is important because the questionnaires focus on Facebook use and online social support, and you want to test this relationship in a sample that uses Facebook. To do this, use the ‘FIS_7’ variable in SPSS. This variable shows how many Facebook friends they have (‘zero’ here means they do not use Facebook at all).

Click Analyze à Descriptive à Frequencies. Add variable ‘FIS_7’ to the Variable(s). Make sure that the ‘Display frequency tables’ is ticked. Click OK.

Are there participants in the sample who do not use Facebook? __________

If yes, how many? _______

Are there missing values? (Participants who did not answer this question?)  _________

If yes, how many? _______

If you answered ‘yes’ to any of these questions, you will need to include these numbers in the Lab report (‘Participants’ section).

  1. B) You will want to focus your analyses on those participants who use Facebook. To do this, you can select this sub sample by using Data à Select cases… In the dialogue box select ‘If condition in satisfied’.

Click on ‘If…’ and in the next box, type: FIS_7 > 0

Click ‘Continue’ and ‘OK’. Now go back to the SPSS data file ‘Data view’. In the first column you will notice that a diagonal line appeared for some rows. Data from these rows will be excluded from all further analyses as these are the participants who do not use Facebook.

Remember: If you close your SPSS data file and then open it again later, you will need to do these steps again starting with ‘Data > Select cases…’. This is important because otherwise you may unintentionally run your analyses on the whole sample instead of on this selected sample.

  1. C) Now it’s time to describe your sample. Using the Analyse à Descriptive Statistics à Descriptives tool, you can calculate the mean age and standard deviation of age for the current sample.

Number of participants in the current sample__________

Mean age of participants __________

Standard deviation of age ___________

You also need to report how many of your participants were male/female/other. To do this, select Analyse à Descriptive Statistics à Frequencies, and move Gender into the variables box.

Number of males ______            Number of females ______

Number of other/prefer not to say: ______

You will need to include these details in the Lab report’s ‘Participants’ section.

Step 3: Check normality

To check the normality of your key variables, the total scores on the Facebook and online and offline social support questionnaires, go to Analyze à Descriptive Statistics à Explore.

Add the three composite scores (FIS_score, ISEL_score, OSS_score) to the ‘Dependent list’.

Click ‘Plots’, select the ‘Histogram’ option and the ‘Normality plots with tests’ option.

Check the ‘Tests of Normality’ table in the SPSS output. This table include both the Kolmogorov-Smirnov and the Shapiro-Wilk tests of normality. Since the Shapiro-Wilk test is recommended for smaller samples, we will use this one in the Lab report. However, you can compare the results of the two normality tests to see whether they show similar results.

Null hypothesis of the normality tests: There is no deviation from normal distribution (i.e., the data are normally distributed).

Alternative hypothesis of the normality tests: There is deviation from normal distribution (i.e., the data are not normally distributed).

What are the p-values of the Shapiro-Wilk normality tests?

Facebook use (FIS): _____    Offline social support (ISEL): _____     Online social support (OSS): _____

Are these results significant?

Facebook use (FIS): _____    Offline social support (ISEL): _____     Online social support (OSS): _____

How would you report these results? (it is enough to use p-values here to support your claims)

Include these results in the ‘Results’ section of your Lab report.

Data analysis will continue in Seminar 11.

What are the major tenets of social learning theory, and how were these tenants displayed in the Stanford prison experiment?

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What are the major tenets of social learning theory, and how were these tenants displayed in the Stanford prison experiment?
What role would you have preferred if you had been a participant in this study, a prison guard or an inmate?Why?
What would you have done differently the the participants in the study (both inmates and guards)?
the field of psychology gained a lot of information from this study. Given the ethical concerns, was the knowledge we now have about social learning, conformity, and obedience to authority figures worth it? Why or why not?