My Blog

Tag: Clinical & Abnormal Psychology

  • [Solved] Human Sexuality Help

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – [\ \ IMG_3753.png](https://www.sweetstudy.com/files/img-3753-png "IMG_3753.png") – 2 years ago

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – [\
    \
    IMG_3753.png](https://www.sweetstudy.com/files/img-3753-png "IMG_3753.png")

    – 2 years ago

  • [Solved] week 7-activity

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Using the library continue to search for more journal articles on **Transmitted Culture** . Write a proposal for a study about your topic (Transmitted Culture). Design a potential study to explore a relevant _human behavior_ related to your topic about culture. – 2 years ago

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Using the library continue to search for more journal articles on **Transmitted Culture** .

    Write a  proposal for a study about your topic (Transmitted Culture). Design a potential study to explore a relevant _human behavior_ related to your topic about culture.

    – 2 years ago

  • [Solved] Dis 6

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## Dis.docx **## Dis.docx** **Part 1:** Report on either Exercise 7.4 Grief Therapy or Exercise 7.5 Spirituality answering the questions from page 179 (see page 179, _Exercise 7.4 Grief Therapy and Exercise 7.5 Spirituality_ as the last two sections on page 179) (5 pts)…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## Dis.docx

    **## Dis.docx**

    **Part 1:**

    Report on either Exercise 7.4 Grief Therapy or Exercise 7.5 Spirituality answering the questions from page 179 (see page 179,
    _Exercise 7.4 Grief Therapy and Exercise 7.5 Spirituality_ as the last two sections on page 179) (5 pts).  ~~ Respond to 2 other classmates’ postings for full credit. Response credit follows Discussion rubric available on Canvas. Remember: 1) The discussion deadline for all initial discussion posts and response posts is 11:59p CT on the Sunday that marks the end of each class week (see syllabus for discussion deadlines). 2) You must respond meaningfully (no simple “I agree” replies) to 2 classmates for full credit on discussion posts  (3 pts for the original post, 1 pt each response to the discussions).

    **6-10 paragraphs**

    Remember:

    1) The discussion deadline for all initial discussion posts
    **and** response posts is 11:59p CT on the Sunday that marks the end of each class week (see syllabus for discussion deadlines).

    2) You must respond meaningfully (no simple “I agree” replies) to 2 classmates for full credit on discussion posts (3 pts for the original post, 1 pt each for each response to the  discussions).

    3) Also remember that the Rubric for Online Discussion Posting (in the Files section of this course) deducts points for discussion or response postings late in the timeline for the week’s discussion assignment as last day/last hour postings restrict other student’s opportunity to read and respond to your posting, or to read your responses to their postings. As discussions are most beneficial when the discussants are able to interact in the discussion, I am using the Discussion Rubric to engender a greater opportunity for them to do so. So please be aware that posting within 12 hours of the discussion deadline will deduct 33% of the available points and posting within 4 hours of the deadline will cost from 66%-90% of the available points.

    4) No discussion or response points will be gained if the discussion post, or the response posts are after the discussion deadline.

    ![](https://www.sweetstudy.com/questions/dis-6-20886367)

    **Part 2: Respond to two other students’ response.**

    Student #1 response:

    Exercise 7.4 Grief Therapy

    This was an uncomfortable section to read as I feel I am in this place right now. I am mourning the apparent loss of two significant friendships.

    Recently, I have experienced anxiety in both of these situations, wanting to find a resolution, but knowing that I cannot control the wishes or behaviors of others. There has been a lot of self-doubt as well as ruminating and wondering “what if?” I have created narratives on both ends of the spectrum of a happy outcome and a disastrous outcome.

    There are so many “messages” that could speak to my anxiety and grief as well as how to approach these situations for a positive outcome. It can be confusing and frustrating as they are all over the spectrum and not necessarily helpful.

    However, I actually had this thought earlier, how would I counsel someone in my shoes? I think ultimately is to understand that situations can change, so never close the door to the future. Because of that, I think a person (myself in this case) should guard against false hope while recognizing that sadness of loss. Fight acting out in a way that makes things worse. Don’t seek revenge toward a person. Don’t seek coping or medicating through unwise or bad behaviors. Feel it. Grieve it. Leave an opening for reconciliation in the future, but knowing it may never come. There’s also a need to own my part of the conflict. I should  make peace with myself over those actions and forgive myself. I should write a letter or inventory of the friendships, acknowledging their great value and the sadness of their great loss.

    Student 2 response:

    A weakness is that I do not know much about spirituality, but a strength is that I do have a strong desire and the curiosity to learn more about it. I do believe that my curiosity to gather information in my daily life will be helpful in terms of future work in whatever work environment and population I will work with. Strength – I like being prepared, having a variety of info, and I don’t like leaving things unfinished, so I think I can draw on that to focus on a client situation on spirituality.  Really get deep into a specific topic or so, though hopefully I don’t get to zone into one area that I lack balance with other tasks such as my health or with other areas of spirituality which is a weakness. It depends on the specific topic and my level of interest in it (a little bit of interest, a lot of interest, etc.) which would influence my level of knowledge in an area of spirituality. Another weakness is that even if I do expand my knowledge on the topic, there is that slight worry in the back of my mind that I may still feel that I don’t know enough to be able to connect with my client – that there will be a feeling of inadequacy I suppose. Though, hopefully with time and with steadily learning more, this worry will lessen. Yet another strength is my religion I suppose. Religions vary and it’s different yet also similar to spirituality in that there can be shared values. Those values such as empathy, hope, compassion, and gratitude can be helpful for myself and with working with clients. It could help the client feel hopeful about their situation and help me stay encouraged in my role in helping them and also my job as a counselor. Counseling can be hard on a person, especially with certain work environments and cases. Having compassion for yourself, especially when things don’t go as one would like is important. A lot of values emphasized in religions can be seen in counselors and even expected from them (e.g. empathy, respect).

    When it comes to reducing the impact of my weaknesses, I could develop some kind of outline and plan of study for spirituality. That way I could decrease the feelings of being overwhelmed while also being able to steadily improve my awareness and knowledge in spirituality which would then lead to an increase of self-confidence in this area as well as my overall ability to aid clients. Another thing I can do is work on my own spirituality as self-awareness is important as a counselor. It would also help me better understand spirituality overall and be able to understand others with their journey in spirituality as well. If you have experience in something, it can help you better understand it and connect with those who have similar experiences and struggles too. Also there is the whole practice what you preach kind of thing here too.

    ## image1.png

    **## Dis.docx**

    **Part 1:**

    Report on either Exercise 7.4 Grief Therapy or Exercise 7.5 Spirituality answering the questions from page 179 (see page 179,
    _Exercise 7.4 Grief Therapy and Exercise 7.5 Spirituality_ as the last two sections on page 179) (5 pts).  ~~ Respond to 2 other classmates’ postings for full credit. Response credit follows Discussion rubric available on Canvas. Remember: 1) The discussion deadline for all initial discussion posts and response posts is 11:59p CT on the Sunday that marks the end of each class week (see syllabus for discussion deadlines). 2) You must respond meaningfully (no simple “I agree” replies) to 2 classmates for full credit on discussion posts  (3 pts for the original post, 1 pt each response to the discussions).

    **6-10 paragraphs**

    Remember:

    1) The discussion deadline for all initial discussion posts
    **and** response posts is 11:59p CT on the Sunday that marks the end of each class week (see syllabus for discussion deadlines).

    2) You must respond meaningfully (no simple “I agree” replies) to 2 classmates for full credit on discussion posts (3 pts for the original post, 1 pt each for each response to the  discussions).

    3) Also remember that the Rubric for Online Discussion Posting (in the Files section of this course) deducts points for discussion or response postings late in the timeline for the week’s discussion assignment as last day/last hour postings restrict other student’s opportunity to read and respond to your posting, or to read your responses to their postings. As discussions are most beneficial when the discussants are able to interact in the discussion, I am using the Discussion Rubric to engender a greater opportunity for them to do so. So please be aware that posting within 12 hours of the discussion deadline will deduct 33% of the available points and posting within 4 hours of the deadline will cost from 66%-90% of the available points.

    4) No discussion or response points will be gained if the discussion post, or the response posts are after the discussion deadline.

    ![](https://www.sweetstudy.com/questions/dis-6-20886367)

    **Part 2: Respond to two other students’ response.**

    Student #1 response:

    Exercise 7.4 Grief Therapy

    This was an uncomfortable section to read as I feel I am in this place right now. I am mourning the apparent loss of two significant friendships.

    Recently, I have experienced anxiety in both of these situations, wanting to find a resolution, but knowing that I cannot control the wishes or behaviors of others. There has been a lot of self-doubt as well as ruminating and wondering “what if?” I have created narratives on both ends of the spectrum of a happy outcome and a disastrous outcome.

    There are so many “messages” that could speak to my anxiety and grief as well as how to approach these situations for a positive outcome. It can be confusing and frustrating as they are all over the spectrum and not necessarily helpful.

    However, I actually had this thought earlier, how would I counsel someone in my shoes? I think ultimately is to understand that situations can change, so never close the door to the future. Because of that, I think a person (myself in this case) should guard against false hope while recognizing that sadness of loss. Fight acting out in a way that makes things worse. Don’t seek revenge toward a person. Don’t seek coping or medicating through unwise or bad behaviors. Feel it. Grieve it. Leave an opening for reconciliation in the future, but knowing it may never come. There’s also a need to own my part of the conflict. I should  make peace with myself over those actions and forgive myself. I should write a letter or inventory of the friendships, acknowledging their great value and the sadness of their great loss.

    Student 2 response:

    A weakness is that I do not know much about spirituality, but a strength is that I do have a strong desire and the curiosity to learn more about it. I do believe that my curiosity to gather information in my daily life will be helpful in terms of future work in whatever work environment and population I will work with. Strength – I like being prepared, having a variety of info, and I don’t like leaving things unfinished, so I think I can draw on that to focus on a client situation on spirituality.  Really get deep into a specific topic or so, though hopefully I don’t get to zone into one area that I lack balance with other tasks such as my health or with other areas of spirituality which is a weakness. It depends on the specific topic and my level of interest in it (a little bit of interest, a lot of interest, etc.) which would influence my level of knowledge in an area of spirituality. Another weakness is that even if I do expand my knowledge on the topic, there is that slight worry in the back of my mind that I may still feel that I don’t know enough to be able to connect with my client – that there will be a feeling of inadequacy I suppose. Though, hopefully with time and with steadily learning more, this worry will lessen. Yet another strength is my religion I suppose. Religions vary and it’s different yet also similar to spirituality in that there can be shared values. Those values such as empathy, hope, compassion, and gratitude can be helpful for myself and with working with clients. It could help the client feel hopeful about their situation and help me stay encouraged in my role in helping them and also my job as a counselor. Counseling can be hard on a person, especially with certain work environments and cases. Having compassion for yourself, especially when things don’t go as one would like is important. A lot of values emphasized in religions can be seen in counselors and even expected from them (e.g. empathy, respect).

    When it comes to reducing the impact of my weaknesses, I could develop some kind of outline and plan of study for spirituality. That way I could decrease the feelings of being overwhelmed while also being able to steadily improve my awareness and knowledge in spirituality which would then lead to an increase of self-confidence in this area as well as my overall ability to aid clients. Another thing I can do is work on my own spirituality as self-awareness is important as a counselor. It would also help me better understand spirituality overall and be able to understand others with their journey in spirituality as well. If you have experience in something, it can help you better understand it and connect with those who have similar experiences and struggles too. Also there is the whole practice what you preach kind of thing here too.

    ## image1.png

  • [Solved] Death and dying help

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – [\ \ IMG_3751.png](https://www.sweetstudy.com/files/img-3751-png "IMG_3751.png") – 2 years ago

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – [\
    \
    IMG_3751.png](https://www.sweetstudy.com/files/img-3751-png "IMG_3751.png")

    – 2 years ago

  • [Solved] Death and dying help

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – [\ \ IMG_3752.png](https://www.sweetstudy.com/files/img-3752-png "IMG_3752.png") – 2 years ago

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – [\
    \
    IMG_3752.png](https://www.sweetstudy.com/files/img-3752-png "IMG_3752.png")

    – 2 years ago

  • [Solved] Can this be done in 15 hours?..5015ass2

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    2-3 pages – 2 years ago **files (3)** – ## feedback.docx – ## wk5ass15015.docx – ## wk7ass21.docx **## feedback.docx** Feedback Brian Roland at Wed Feb 12, 2025 10:35am at Wed Feb 12, 2025 10:35am Hi Kiara Your evaluation plan is well thought out and demonstrates a strong grasp of program evaluation…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    2-3 pages

    – 2 years ago

    **files (3)**

    – ## feedback.docx

    – ## wk5ass15015.docx

    – ## wk7ass21.docx

    **## feedback.docx**

    Feedback

    Brian Roland

    at Wed Feb 12, 2025 10:35am

    at Wed Feb 12, 2025 10:35am

    Hi Kiara

    Your evaluation plan is well thought out and demonstrates a strong grasp of program evaluation in social work. You did a great job structuring your study with a clear research design that integrates both qualitative and quantitative methods. Your focus on both immediate and long-term effects of the program is particularly strong, as it provides a well-rounded understanding of the impact on teen parents. The way you defined your variables, especially distinguishing between independent and dependent ones, was precise and well-articulated.

    One of your biggest strengths is how you framed your hypotheses and research questions. They are clear, measurable, and directly tied to evaluating the program's success. Your choice of using standardized instruments, such as the Parenting Sense of Competence (PSOC) Scale and the Perceived Stress Scale (PSS), adds credibility to your study. It’s also great that you included qualitative interviews to capture the participants' experiences—this mixed-methods approach makes your evaluation more comprehensive.

    One area for improvement is providing a bit more detail on how participants will be recruited and ensuring diversity in the sample. While you mention purposive and convenience sampling, discussing potential challenges in recruitment and how you would address them would strengthen your evaluation. Also, while your ethical considerations are well thought out, you could briefly touch on how you will ensure that the intervention remains culturally responsive.

    In practice, your evaluation plan could be invaluable for a social worker assessing the effectiveness of a teen parenting program in a community center. For example, if a program director wanted to expand services, your study design could help provide the data necessary to justify additional funding by demonstrating measurable improvements in parenting competence and stress reduction.

    **## wk5ass15015.docx**

    SWK5015: t-tests

    Kiara Bonds

    SWK 5015 Adv Stat Rsch Pgm Evl

    Independent samples T-test

    | | | | |
    | — | — | — | — |
    | Act Score | t | df | p |
    | | 3.464 | 63 | <.001 |
    | Note. | Student’s | T test | |

    Descriptives

    Group Descriptives

    | | | | | | |
    | — | — | — | — | — | — |
    | ACT score | Group N | Mean | SD | SE | Coefficient of Variation |
    | Yes | 29 | 24.966 | 3.877 | 0.720 | 0.155 |
    | No | 36 | 21.750 | 3.589 | 0.598 | 0.165 |

    Bar Plots

    Act Score

    T-Test

    966 and 36 21.75

    The goal of the after-school program manager is to assess whether involvement in the program leads to improved ACT scores. My role is to evaluate the benefits of this program in enhancing ACT performance. The study includes a total sample of 65 students, with 39 not participating in the program and 26 who did. Among those who took part, the average ACT score is 24.56, compared to 21.75 for non-participants. An independent samples t-test will be used to measure the program's effectiveness, yielding a t-value of 3.464 with 63 degrees of freedom, indicating statistical significance. Based on these findings, the null hypothesis should be retained. However, a key limitation is that participation in the program appears to be linked to higher ACT scores among students compared to those who did not engage in the program.

    **## wk7ass21.docx**

    ### **Assignment Overview**

    The analysis plan is your opportunity to describe the statistical methods and qualitative analysis you would use to complete the program evaluation.

    By successfully completing this assignment, you demonstrate your proficiency in the following competency and specialized behaviors:

    · Competency 4:
    _Engage in practice-informed research and research-informed practice._

    · C4.SP.A:
    _Apply leadership skills, ethical use of technology and research findings to inform and improve practice, policy, and programs in the specialization of advanced generalist practice settings._

    · Related Assignment Criteria:​

    ·
    _1: Create a detailed analysis plan using the appropriate statistical techniques.​_

    ·
    _3: Evaluate the research assumptions that guided the selection of methodology and data analysis._

    · C4.SP.B:
    _Analyze and respond to ethical, culturally informed, anti-racist, and anti-oppressive strategies in the specialization of advanced generalist social work practice that address inherent biases for use in quantitative and qualitative research methods. ​_

    · Related Assignment Criteria:

    ·
    _2: Evaluate data analysis tests to select appropriate tests pertinent to the sampling methodology and program evaluation design._

    ·
    _4: Develop an aligned research question and/or hypothesis relevant to the chosen program evaluation design._

    ### **Assignment Description**

    As there are many methods to analyze data, be sure that the tests you select are appropriate to both the case study, your guiding research questions, and your proposed methodology. Refer to the Methodology section to ensure the analysis plan and methodology align.

    ### **Assignment Instructions**

    Complete the following:

    · Create your detailed analysis plan using the appropriate statistical techniques for analyzing data on descriptive measures and outcome measures based on the methodology you proposed.

    · Evaluate data analysis tests to select appropriate tests pertinent to the sampling methodology and program evaluation design. How will you answer your guiding research question (or questions)?

    · Evaluate the research assumptions that guided your selection of methodology and data analysis. For example, to conduct paired
    _t_ tests, you must have a minimum of 30 participants in your sample size.

    · Describe any qualitative data you might collect and how you would analyze that data.

    · Describe the alignment of your research question and/or hypothesis and your chosen program evaluation design.

    Remember that your instructor provides feedback on your assignments. Use that feedback to improve the content of your course project.

    ### **Additional Requirements**

    Your assignment should meet the following requirements:

    ·
    **Written communication**: Written communication is free of errors that detract from the overall message.

    ·
    **APA formatting**: Resources and citations are formatted according to current APA style and formatting standards. Use
    Academic Writer

    ·
    Links to an external site.

    · for guidance in citing sources in proper APA style. See the
    Writing Center

    ·
    Links to an external site.

    · for more APA resources specific to your degree level.

    ·
    **Resources**: Citations will be necessary in justifying choices in analyzing data. If you need help using the library, review the
    Social Work Masters Program (MSW) Library Guide

    ·
    Links to an external site.

    · .

    ·
    **Length of paper**: 2–3 double-spaced pages.

    ·
    **Font and font size**: Times New Roman, 12 point.

    ·
    **Due date**: Submit your assignment no later than 11:59 p.m. on Sunday of this week.

    ### **Competencies Measured**

    By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and rubric criteria:

    · Competency 1: Apply leadership skills, ethical use of technology and research findings to inform and improve practice, policy, and programs in the specialization of advanced generalist practice settings. (C4.SP.A)

    · Create a detailed analysis plan using the appropriate statistical techniques. (C4.SP.A)

    · Evaluate the research assumptions that guided the selection of methodology and data analysis. (C4.SP.A)

    · Competency 2: Analyze and respond to ethical, culturally informed, anti-racist, and anti-oppressive strategies in the specialization of advanced generalist social work practice that address inherent biases for use in quantitative and qualitative research methods. (C4.SP.B)

    · Evaluate data analysis tests to select appropriate tests pertinent to the sampling methodology and program evaluation design. (C4.SP.B)

    · Develop an aligned research question and/or hypothesis relevant to the chosen program evaluation design. (C4.SP.B)

    · Competency 3: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the social work profession.

    · Express ideas clearly, employing correct grammar, usage, and mechanics.

    · Use proper APA style to cite and reference sources.

    **View Rubric**

    | | | |
    | — | — | — |
    | | | |
    | **Analysis Plan** |
    | **Criteria** | **Ratings** | **Pts** |
    | Create a detailed analysis plan using the appropriate statistical techniques. (C4.SP.A) | **17 to >14.45 pts**<br>**DISTINGUISHED**<br>Creates a detailed analysis plan using the appropriate statistical techniques with justification of why this statistical technique was best method.<br>**14.45 to >11.9 pts**<br>**PROFICIENT**<br>Creates a detailed analysis plan using the appropriate statistical techniques.<br>**11.9 to >0 pts**<br>**BASIC**<br>Creates an analysis plan using the appropriate statistical techniques.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not create a detailed analysis plan using the appropriate statistical techniques. | / 17 pts |
    | Evaluate data analysis tests to select appropriate tests pertinent to the sampling methodology and program evaluation design. (C4.SP.B) | **17 to >14.45 pts**<br>**DISTINGUISHED**<br>Evaluates data analysis tests to select appropriate tests pertinent to the sampling methodology and program evaluation design with justification of how the statistical tests connect to the methodology.<br>**14.45 to >11.9 pts**<br>**PROFICIENT**<br>Evaluates data analysis tests to select appropriate tests pertinent to the sampling methodology and program evaluation design.<br>**11.9 to >0 pts**<br>**BASIC**<br>Selects appropriate tests pertinent to the sampling methodology and program evaluation design.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not evaluate data analysis tests to select appropriate tests pertinent to the sampling methodology and program evaluation design. | / 17 pts |
    | Evaluate the research assumptions that guided the selection of methodology and data analysis. (C4.SP.A) | **17 to >14.45 pts**<br>**DISTINGUISHED**<br>Evaluates the research assumptions that guided the selection of methodology and data analysis and justifies the selection of methodology based on these assumptions.<br>**14.45 to >11.9 pts**<br>**PROFICIENT**<br>Evaluates the research assumptions that guided the selection of methodology and data analysis.<br>**11.9 to >0 pts**<br>**BASIC**<br>Identifies the research assumptions that guided the selection of methodology and data analysis.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not identify the research assumptions that guided the selection of methodology and data analysis. | / 17 pts |
    | Develop an aligned research question and/or hypothesis relevant to the chosen program evaluation design. (C4.SP.B) | **17 to >14.45 pts**<br>**DISTINGUISHED**<br>Develops an aligned research question and/or hypothesis relevant to the chosen program evaluation design with justification of how it aligns.<br>**14.45 to >11.9 pts**<br>**PROFICIENT**<br>Develops an aligned research question and/or hypothesis relevant to the chosen program evaluation design.<br>**11.9 to >0 pts**<br>**BASIC**<br>Develops a research question and/or hypothesis that is not relevant to the chosen program.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not develop an aligned research question and/or hypothesis relevant to the chosen program evaluation design. | / 17 pts |
    | Express ideas clearly, employing correct grammar, usage, and mechanics. | **16 to >13.6 pts**<br>**DISTINGUISHED**<br>Expresses ideas clearly, employing correct grammar, usage, and mechanics in an outstanding and consistent manner.<br>**13.6 to >11.2 pts**<br>**PROFICIENT**<br>Expresses ideas clearly, employing correct grammar, usage, and mechanics.<br>**11.2 to >0 pts**<br>**BASIC**<br>Uses proper grammar, usage, and mechanics, but not in a consistent manner.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not use proper grammar, usage, and mechanics. | / 16 pts |
    | Use proper APA style to cite and reference sources. | **16 to >13.6 pts**<br>**DISTINGUISHED**<br>Uses proper APA style to cite and reference sources in an outstanding and consistent manner.<br>**13.6 to >11.2 pts**<br>**PROFICIENT**<br>Uses proper APA style to cite and reference sources.<br>**11.2 to >0 pts**<br>**BASIC**<br>Uses proper APA style to cite and reference sources but not in a consistent manner.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not use proper APA style to cite and reference sources. | / 16 pts |
    | Total Points: 0 |

    **## wk7ass21.docx**

    ### **Assignment Overview**

    The analysis plan is your opportunity to describe the statistical methods and qualitative analysis you would use to complete the program evaluation.

    By successfully completing this assignment, you demonstrate your proficiency in the following competency and specialized behaviors:

    · Competency 4:
    _Engage in practice-informed research and research-informed practice._

    · C4.SP.A:
    _Apply leadership skills, ethical use of technology and research findings to inform and improve practice, policy, and programs in the specialization of advanced generalist practice settings._

    · Related Assignment Criteria:​

    ·
    _1: Create a detailed analysis plan using the appropriate statistical techniques.​_

    ·
    _3: Evaluate the research assumptions that guided the selection of methodology and data analysis._

    · C4.SP.B:
    _Analyze and respond to ethical, culturally informed, anti-racist, and anti-oppressive strategies in the specialization of advanced generalist social work practice that address inherent biases for use in quantitative and qualitative research methods. ​_

    · Related Assignment Criteria:

    ·
    _2: Evaluate data analysis tests to select appropriate tests pertinent to the sampling methodology and program evaluation design._

    ·
    _4: Develop an aligned research question and/or hypothesis relevant to the chosen program evaluation design._

    ### **Assignment Description**

    As there are many methods to analyze data, be sure that the tests you select are appropriate to both the case study, your guiding research questions, and your proposed methodology. Refer to the Methodology section to ensure the analysis plan and methodology align.

    ### **Assignment Instructions**

    Complete the following:

    · Create your detailed analysis plan using the appropriate statistical techniques for analyzing data on descriptive measures and outcome measures based on the methodology you proposed.

    · Evaluate data analysis tests to select appropriate tests pertinent to the sampling methodology and program evaluation design. How will you answer your guiding research question (or questions)?

    · Evaluate the research assumptions that guided your selection of methodology and data analysis. For example, to conduct paired
    _t_ tests, you must have a minimum of 30 participants in your sample size.

    · Describe any qualitative data you might collect and how you would analyze that data.

    · Describe the alignment of your research question and/or hypothesis and your chosen program evaluation design.

    Remember that your instructor provides feedback on your assignments. Use that feedback to improve the content of your course project.

    ### **Additional Requirements**

    Your assignment should meet the following requirements:

    ·
    **Written communication**: Written communication is free of errors that detract from the overall message.

    ·
    **APA formatting**: Resources and citations are formatted according to current APA style and formatting standards. Use
    Academic Writer

    ·
    Links to an external site.

    · for guidance in citing sources in proper APA style. See the
    Writing Center

    ·
    Links to an external site.

    · for more APA resources specific to your degree level.

    ·
    **Resources**: Citations will be necessary in justifying choices in analyzing data. If you need help using the library, review the
    Social Work Masters Program (MSW) Library Guide

    ·
    Links to an external site.

    · .

    ·
    **Length of paper**: 2–3 double-spaced pages.

    ·
    **Font and font size**: Times New Roman, 12 point.

    ·
    **Due date**: Submit your assignment no later than 11:59 p.m. on Sunday of this week.

    ### **Competencies Measured**

    By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and rubric criteria:

    · Competency 1: Apply leadership skills, ethical use of technology and research findings to inform and improve practice, policy, and programs in the specialization of advanced generalist practice settings. (C4.SP.A)

    · Create a detailed analysis plan using the appropriate statistical techniques. (C4.SP.A)

    · Evaluate the research assumptions that guided the selection of methodology and data analysis. (C4.SP.A)

    · Competency 2: Analyze and respond to ethical, culturally informed, anti-racist, and anti-oppressive strategies in the specialization of advanced generalist social work practice that address inherent biases for use in quantitative and qualitative research methods. (C4.SP.B)

    · Evaluate data analysis tests to select appropriate tests pertinent to the sampling methodology and program evaluation design. (C4.SP.B)

    · Develop an aligned research question and/or hypothesis relevant to the chosen program evaluation design. (C4.SP.B)

    · Competency 3: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the social work profession.

    · Express ideas clearly, employing correct grammar, usage, and mechanics.

    · Use proper APA style to cite and reference sources.

    **View Rubric**

    | | | |
    | — | — | — |
    | | | |
    | **Analysis Plan** |
    | **Criteria** | **Ratings** | **Pts** |
    | Create a detailed analysis plan using the appropriate statistical techniques. (C4.SP.A) | **17 to >14.45 pts**<br>**DISTINGUISHED**<br>Creates a detailed analysis plan using the appropriate statistical techniques with justification of why this statistical technique was best method.<br>**14.45 to >11.9 pts**<br>**PROFICIENT**<br>Creates a detailed analysis plan using the appropriate statistical techniques.<br>**11.9 to >0 pts**<br>**BASIC**<br>Creates an analysis plan using the appropriate statistical techniques.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not create a detailed analysis plan using the appropriate statistical techniques. | / 17 pts |
    | Evaluate data analysis tests to select appropriate tests pertinent to the sampling methodology and program evaluation design. (C4.SP.B) | **17 to >14.45 pts**<br>**DISTINGUISHED**<br>Evaluates data analysis tests to select appropriate tests pertinent to the sampling methodology and program evaluation design with justification of how the statistical tests connect to the methodology.<br>**14.45 to >11.9 pts**<br>**PROFICIENT**<br>Evaluates data analysis tests to select appropriate tests pertinent to the sampling methodology and program evaluation design.<br>**11.9 to >0 pts**<br>**BASIC**<br>Selects appropriate tests pertinent to the sampling methodology and program evaluation design.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not evaluate data analysis tests to select appropriate tests pertinent to the sampling methodology and program evaluation design. | / 17 pts |
    | Evaluate the research assumptions that guided the selection of methodology and data analysis. (C4.SP.A) | **17 to >14.45 pts**<br>**DISTINGUISHED**<br>Evaluates the research assumptions that guided the selection of methodology and data analysis and justifies the selection of methodology based on these assumptions.<br>**14.45 to >11.9 pts**<br>**PROFICIENT**<br>Evaluates the research assumptions that guided the selection of methodology and data analysis.<br>**11.9 to >0 pts**<br>**BASIC**<br>Identifies the research assumptions that guided the selection of methodology and data analysis.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not identify the research assumptions that guided the selection of methodology and data analysis. | / 17 pts |
    | Develop an aligned research question and/or hypothesis relevant to the chosen program evaluation design. (C4.SP.B) | **17 to >14.45 pts**<br>**DISTINGUISHED**<br>Develops an aligned research question and/or hypothesis relevant to the chosen program evaluation design with justification of how it aligns.<br>**14.45 to >11.9 pts**<br>**PROFICIENT**<br>Develops an aligned research question and/or hypothesis relevant to the chosen program evaluation design.<br>**11.9 to >0 pts**<br>**BASIC**<br>Develops a research question and/or hypothesis that is not relevant to the chosen program.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not develop an aligned research question and/or hypothesis relevant to the chosen program evaluation design. | / 17 pts |
    | Express ideas clearly, employing correct grammar, usage, and mechanics. | **16 to >13.6 pts**<br>**DISTINGUISHED**<br>Expresses ideas clearly, employing correct grammar, usage, and mechanics in an outstanding and consistent manner.<br>**13.6 to >11.2 pts**<br>**PROFICIENT**<br>Expresses ideas clearly, employing correct grammar, usage, and mechanics.<br>**11.2 to >0 pts**<br>**BASIC**<br>Uses proper grammar, usage, and mechanics, but not in a consistent manner.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not use proper grammar, usage, and mechanics. | / 16 pts |
    | Use proper APA style to cite and reference sources. | **16 to >13.6 pts**<br>**DISTINGUISHED**<br>Uses proper APA style to cite and reference sources in an outstanding and consistent manner.<br>**13.6 to >11.2 pts**<br>**PROFICIENT**<br>Uses proper APA style to cite and reference sources.<br>**11.2 to >0 pts**<br>**BASIC**<br>Uses proper APA style to cite and reference sources but not in a consistent manner.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not use proper APA style to cite and reference sources. | / 16 pts |
    | Total Points: 0 |

    **## feedback.docx**

    Feedback

    Brian Roland

    at Wed Feb 12, 2025 10:35am

    at Wed Feb 12, 2025 10:35am

    Hi Kiara

    Your evaluation plan is well thought out and demonstrates a strong grasp of program evaluation in social work. You did a great job structuring your study with a clear research design that integrates both qualitative and quantitative methods. Your focus on both immediate and long-term effects of the program is particularly strong, as it provides a well-rounded understanding of the impact on teen parents. The way you defined your variables, especially distinguishing between independent and dependent ones, was precise and well-articulated.

    One of your biggest strengths is how you framed your hypotheses and research questions. They are clear, measurable, and directly tied to evaluating the program's success. Your choice of using standardized instruments, such as the Parenting Sense of Competence (PSOC) Scale and the Perceived Stress Scale (PSS), adds credibility to your study. It’s also great that you included qualitative interviews to capture the participants' experiences—this mixed-methods approach makes your evaluation more comprehensive.

    One area for improvement is providing a bit more detail on how participants will be recruited and ensuring diversity in the sample. While you mention purposive and convenience sampling, discussing potential challenges in recruitment and how you would address them would strengthen your evaluation. Also, while your ethical considerations are well thought out, you could briefly touch on how you will ensure that the intervention remains culturally responsive.

    In practice, your evaluation plan could be invaluable for a social worker assessing the effectiveness of a teen parenting program in a community center. For example, if a program director wanted to expand services, your study design could help provide the data necessary to justify additional funding by demonstrating measurable improvements in parenting competence and stress reduction.

    **## wk5ass15015.docx**

    SWK5015: t-tests

    Kiara Bonds

    SWK 5015 Adv Stat Rsch Pgm Evl

    Independent samples T-test

    | | | | |
    | — | — | — | — |
    | Act Score | t | df | p |
    | | 3.464 | 63 | <.001 |
    | Note. | Student’s | T test | |

    Descriptives

    Group Descriptives

    | | | | | | |
    | — | — | — | — | — | — |
    | ACT score | Group N | Mean | SD | SE | Coefficient of Variation |
    | Yes | 29 | 24.966 | 3.877 | 0.720 | 0.155 |
    | No | 36 | 21.750 | 3.589 | 0.598 | 0.165 |

    Bar Plots

    Act Score

    T-Test

    966 and 36 21.75

    The goal of the after-school program manager is to assess whether involvement in the program leads to improved ACT scores. My role is to evaluate the benefits of this program in enhancing ACT performance. The study includes a total sample of 65 students, with 39 not participating in the program and 26 who did. Among those who took part, the average ACT score is 24.56, compared to 21.75 for non-participants. An independent samples t-test will be used to measure the program's effectiveness, yielding a t-value of 3.464 with 63 degrees of freedom, indicating statistical significance. Based on these findings, the null hypothesis should be retained. However, a key limitation is that participation in the program appears to be linked to higher ACT scores among students compared to those who did not engage in the program.

    **## wk7ass21.docx**

    ### **Assignment Overview**

    The analysis plan is your opportunity to describe the statistical methods and qualitative analysis you would use to complete the program evaluation.

    By successfully completing this assignment, you demonstrate your proficiency in the following competency and specialized behaviors:

    · Competency 4:
    _Engage in practice-informed research and research-informed practice._

    · C4.SP.A:
    _Apply leadership skills, ethical use of technology and research findings to inform and improve practice, policy, and programs in the specialization of advanced generalist practice settings._

    · Related Assignment Criteria:​

    ·
    _1: Create a detailed analysis plan using the appropriate statistical techniques.​_

    ·
    _3: Evaluate the research assumptions that guided the selection of methodology and data analysis._

    · C4.SP.B:
    _Analyze and respond to ethical, culturally informed, anti-racist, and anti-oppressive strategies in the specialization of advanced generalist social work practice that address inherent biases for use in quantitative and qualitative research methods. ​_

    · Related Assignment Criteria:

    ·
    _2: Evaluate data analysis tests to select appropriate tests pertinent to the sampling methodology and program evaluation design._

    ·
    _4: Develop an aligned research question and/or hypothesis relevant to the chosen program evaluation design._

    ### **Assignment Description**

    As there are many methods to analyze data, be sure that the tests you select are appropriate to both the case study, your guiding research questions, and your proposed methodology. Refer to the Methodology section to ensure the analysis plan and methodology align.

    ### **Assignment Instructions**

    Complete the following:

    · Create your detailed analysis plan using the appropriate statistical techniques for analyzing data on descriptive measures and outcome measures based on the methodology you proposed.

    · Evaluate data analysis tests to select appropriate tests pertinent to the sampling methodology and program evaluation design. How will you answer your guiding research question (or questions)?

    · Evaluate the research assumptions that guided your selection of methodology and data analysis. For example, to conduct paired
    _t_ tests, you must have a minimum of 30 participants in your sample size.

    · Describe any qualitative data you might collect and how you would analyze that data.

    · Describe the alignment of your research question and/or hypothesis and your chosen program evaluation design.

    Remember that your instructor provides feedback on your assignments. Use that feedback to improve the content of your course project.

    ### **Additional Requirements**

    Your assignment should meet the following requirements:

    ·
    **Written communication**: Written communication is free of errors that detract from the overall message.

    ·
    **APA formatting**: Resources and citations are formatted according to current APA style and formatting standards. Use
    Academic Writer

    ·
    Links to an external site.

    · for guidance in citing sources in proper APA style. See the
    Writing Center

    ·
    Links to an external site.

    · for more APA resources specific to your degree level.

    ·
    **Resources**: Citations will be necessary in justifying choices in analyzing data. If you need help using the library, review the
    Social Work Masters Program (MSW) Library Guide

    ·
    Links to an external site.

    · .

    ·
    **Length of paper**: 2–3 double-spaced pages.

    ·
    **Font and font size**: Times New Roman, 12 point.

    ·
    **Due date**: Submit your assignment no later than 11:59 p.m. on Sunday of this week.

    ### **Competencies Measured**

    By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and rubric criteria:

    · Competency 1: Apply leadership skills, ethical use of technology and research findings to inform and improve practice, policy, and programs in the specialization of advanced generalist practice settings. (C4.SP.A)

    · Create a detailed analysis plan using the appropriate statistical techniques. (C4.SP.A)

    · Evaluate the research assumptions that guided the selection of methodology and data analysis. (C4.SP.A)

    · Competency 2: Analyze and respond to ethical, culturally informed, anti-racist, and anti-oppressive strategies in the specialization of advanced generalist social work practice that address inherent biases for use in quantitative and qualitative research methods. (C4.SP.B)

    · Evaluate data analysis tests to select appropriate tests pertinent to the sampling methodology and program evaluation design. (C4.SP.B)

    · Develop an aligned research question and/or hypothesis relevant to the chosen program evaluation design. (C4.SP.B)

    · Competency 3: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the social work profession.

    · Express ideas clearly, employing correct grammar, usage, and mechanics.

    · Use proper APA style to cite and reference sources.

    **View Rubric**

    | | | |
    | — | — | — |
    | | | |
    | **Analysis Plan** |
    | **Criteria** | **Ratings** | **Pts** |
    | Create a detailed analysis plan using the appropriate statistical techniques. (C4.SP.A) | **17 to >14.45 pts**<br>**DISTINGUISHED**<br>Creates a detailed analysis plan using the appropriate statistical techniques with justification of why this statistical technique was best method.<br>**14.45 to >11.9 pts**<br>**PROFICIENT**<br>Creates a detailed analysis plan using the appropriate statistical techniques.<br>**11.9 to >0 pts**<br>**BASIC**<br>Creates an analysis plan using the appropriate statistical techniques.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not create a detailed analysis plan using the appropriate statistical techniques. | / 17 pts |
    | Evaluate data analysis tests to select appropriate tests pertinent to the sampling methodology and program evaluation design. (C4.SP.B) | **17 to >14.45 pts**<br>**DISTINGUISHED**<br>Evaluates data analysis tests to select appropriate tests pertinent to the sampling methodology and program evaluation design with justification of how the statistical tests connect to the methodology.<br>**14.45 to >11.9 pts**<br>**PROFICIENT**<br>Evaluates data analysis tests to select appropriate tests pertinent to the sampling methodology and program evaluation design.<br>**11.9 to >0 pts**<br>**BASIC**<br>Selects appropriate tests pertinent to the sampling methodology and program evaluation design.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not evaluate data analysis tests to select appropriate tests pertinent to the sampling methodology and program evaluation design. | / 17 pts |
    | Evaluate the research assumptions that guided the selection of methodology and data analysis. (C4.SP.A) | **17 to >14.45 pts**<br>**DISTINGUISHED**<br>Evaluates the research assumptions that guided the selection of methodology and data analysis and justifies the selection of methodology based on these assumptions.<br>**14.45 to >11.9 pts**<br>**PROFICIENT**<br>Evaluates the research assumptions that guided the selection of methodology and data analysis.<br>**11.9 to >0 pts**<br>**BASIC**<br>Identifies the research assumptions that guided the selection of methodology and data analysis.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not identify the research assumptions that guided the selection of methodology and data analysis. | / 17 pts |
    | Develop an aligned research question and/or hypothesis relevant to the chosen program evaluation design. (C4.SP.B) | **17 to >14.45 pts**<br>**DISTINGUISHED**<br>Develops an aligned research question and/or hypothesis relevant to the chosen program evaluation design with justification of how it aligns.<br>**14.45 to >11.9 pts**<br>**PROFICIENT**<br>Develops an aligned research question and/or hypothesis relevant to the chosen program evaluation design.<br>**11.9 to >0 pts**<br>**BASIC**<br>Develops a research question and/or hypothesis that is not relevant to the chosen program.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not develop an aligned research question and/or hypothesis relevant to the chosen program evaluation design. | / 17 pts |
    | Express ideas clearly, employing correct grammar, usage, and mechanics. | **16 to >13.6 pts**<br>**DISTINGUISHED**<br>Expresses ideas clearly, employing correct grammar, usage, and mechanics in an outstanding and consistent manner.<br>**13.6 to >11.2 pts**<br>**PROFICIENT**<br>Expresses ideas clearly, employing correct grammar, usage, and mechanics.<br>**11.2 to >0 pts**<br>**BASIC**<br>Uses proper grammar, usage, and mechanics, but not in a consistent manner.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not use proper grammar, usage, and mechanics. | / 16 pts |
    | Use proper APA style to cite and reference sources. | **16 to >13.6 pts**<br>**DISTINGUISHED**<br>Uses proper APA style to cite and reference sources in an outstanding and consistent manner.<br>**13.6 to >11.2 pts**<br>**PROFICIENT**<br>Uses proper APA style to cite and reference sources.<br>**11.2 to >0 pts**<br>**BASIC**<br>Uses proper APA style to cite and reference sources but not in a consistent manner.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not use proper APA style to cite and reference sources. | / 16 pts |
    | Total Points: 0 |

    **## feedback.docx**

    Feedback

    Brian Roland

    at Wed Feb 12, 2025 10:35am

    at Wed Feb 12, 2025 10:35am

    Hi Kiara

    Your evaluation plan is well thought out and demonstrates a strong grasp of program evaluation in social work. You did a great job structuring your study with a clear research design that integrates both qualitative and quantitative methods. Your focus on both immediate and long-term effects of the program is particularly strong, as it provides a well-rounded understanding of the impact on teen parents. The way you defined your variables, especially distinguishing between independent and dependent ones, was precise and well-articulated.

    One of your biggest strengths is how you framed your hypotheses and research questions. They are clear, measurable, and directly tied to evaluating the program's success. Your choice of using standardized instruments, such as the Parenting Sense of Competence (PSOC) Scale and the Perceived Stress Scale (PSS), adds credibility to your study. It’s also great that you included qualitative interviews to capture the participants' experiences—this mixed-methods approach makes your evaluation more comprehensive.

    One area for improvement is providing a bit more detail on how participants will be recruited and ensuring diversity in the sample. While you mention purposive and convenience sampling, discussing potential challenges in recruitment and how you would address them would strengthen your evaluation. Also, while your ethical considerations are well thought out, you could briefly touch on how you will ensure that the intervention remains culturally responsive.

    In practice, your evaluation plan could be invaluable for a social worker assessing the effectiveness of a teen parenting program in a community center. For example, if a program director wanted to expand services, your study design could help provide the data necessary to justify additional funding by demonstrating measurable improvements in parenting competence and stress reduction.

    **## wk5ass15015.docx**

    SWK5015: t-tests

    Kiara Bonds

    SWK 5015 Adv Stat Rsch Pgm Evl

    Independent samples T-test

    | | | | |
    | — | — | — | — |
    | Act Score | t | df | p |
    | | 3.464 | 63 | <.001 |
    | Note. | Student’s | T test | |

    Descriptives

    Group Descriptives

    | | | | | | |
    | — | — | — | — | — | — |
    | ACT score | Group N | Mean | SD | SE | Coefficient of Variation |
    | Yes | 29 | 24.966 | 3.877 | 0.720 | 0.155 |
    | No | 36 | 21.750 | 3.589 | 0.598 | 0.165 |

    Bar Plots

    Act Score

    T-Test

    966 and 36 21.75

    The goal of the after-school program manager is to assess whether involvement in the program leads to improved ACT scores. My role is to evaluate the benefits of this program in enhancing ACT performance. The study includes a total sample of 65 students, with 39 not participating in the program and 26 who did. Among those who took part, the average ACT score is 24.56, compared to 21.75 for non-participants. An independent samples t-test will be used to measure the program's effectiveness, yielding a t-value of 3.464 with 63 degrees of freedom, indicating statistical significance. Based on these findings, the null hypothesis should be retained. However, a key limitation is that participation in the program appears to be linked to higher ACT scores among students compared to those who did not engage in the program.

    **## wk7ass21.docx**

    ### **Assignment Overview**

    The analysis plan is your opportunity to describe the statistical methods and qualitative analysis you would use to complete the program evaluation.

    By successfully completing this assignment, you demonstrate your proficiency in the following competency and specialized behaviors:

    · Competency 4:
    _Engage in practice-informed research and research-informed practice._

    · C4.SP.A:
    _Apply leadership skills, ethical use of technology and research findings to inform and improve practice, policy, and programs in the specialization of advanced generalist practice settings._

    · Related Assignment Criteria:​

    ·
    _1: Create a detailed analysis plan using the appropriate statistical techniques.​_

    ·
    _3: Evaluate the research assumptions that guided the selection of methodology and data analysis._

    · C4.SP.B:
    _Analyze and respond to ethical, culturally informed, anti-racist, and anti-oppressive strategies in the specialization of advanced generalist social work practice that address inherent biases for use in quantitative and qualitative research methods. ​_

    · Related Assignment Criteria:

    ·
    _2: Evaluate data analysis tests to select appropriate tests pertinent to the sampling methodology and program evaluation design._

    ·
    _4: Develop an aligned research question and/or hypothesis relevant to the chosen program evaluation design._

    ### **Assignment Description**

    As there are many methods to analyze data, be sure that the tests you select are appropriate to both the case study, your guiding research questions, and your proposed methodology. Refer to the Methodology section to ensure the analysis plan and methodology align.

    ### **Assignment Instructions**

    Complete the following:

    · Create your detailed analysis plan using the appropriate statistical techniques for analyzing data on descriptive measures and outcome measures based on the methodology you proposed.

    · Evaluate data analysis tests to select appropriate tests pertinent to the sampling methodology and program evaluation design. How will you answer your guiding research question (or questions)?

    · Evaluate the research assumptions that guided your selection of methodology and data analysis. For example, to conduct paired
    _t_ tests, you must have a minimum of 30 participants in your sample size.

    · Describe any qualitative data you might collect and how you would analyze that data.

    · Describe the alignment of your research question and/or hypothesis and your chosen program evaluation design.

    Remember that your instructor provides feedback on your assignments. Use that feedback to improve the content of your course project.

    ### **Additional Requirements**

    Your assignment should meet the following requirements:

    ·
    **Written communication**: Written communication is free of errors that detract from the overall message.

    ·
    **APA formatting**: Resources and citations are formatted according to current APA style and formatting standards. Use
    Academic Writer

    ·
    Links to an external site.

    · for guidance in citing sources in proper APA style. See the
    Writing Center

    ·
    Links to an external site.

    · for more APA resources specific to your degree level.

    ·
    **Resources**: Citations will be necessary in justifying choices in analyzing data. If you need help using the library, review the
    Social Work Masters Program (MSW) Library Guide

    ·
    Links to an external site.

    · .

    ·
    **Length of paper**: 2–3 double-spaced pages.

    ·
    **Font and font size**: Times New Roman, 12 point.

    ·
    **Due date**: Submit your assignment no later than 11:59 p.m. on Sunday of this week.

    ### **Competencies Measured**

    By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and rubric criteria:

    · Competency 1: Apply leadership skills, ethical use of technology and research findings to inform and improve practice, policy, and programs in the specialization of advanced generalist practice settings. (C4.SP.A)

    · Create a detailed analysis plan using the appropriate statistical techniques. (C4.SP.A)

    · Evaluate the research assumptions that guided the selection of methodology and data analysis. (C4.SP.A)

    · Competency 2: Analyze and respond to ethical, culturally informed, anti-racist, and anti-oppressive strategies in the specialization of advanced generalist social work practice that address inherent biases for use in quantitative and qualitative research methods. (C4.SP.B)

    · Evaluate data analysis tests to select appropriate tests pertinent to the sampling methodology and program evaluation design. (C4.SP.B)

    · Develop an aligned research question and/or hypothesis relevant to the chosen program evaluation design. (C4.SP.B)

    · Competency 3: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the social work profession.

    · Express ideas clearly, employing correct grammar, usage, and mechanics.

    · Use proper APA style to cite and reference sources.

    **View Rubric**

    | | | |
    | — | — | — |
    | | | |
    | **Analysis Plan** |
    | **Criteria** | **Ratings** | **Pts** |
    | Create a detailed analysis plan using the appropriate statistical techniques. (C4.SP.A) | **17 to >14.45 pts**<br>**DISTINGUISHED**<br>Creates a detailed analysis plan using the appropriate statistical techniques with justification of why this statistical technique was best method.<br>**14.45 to >11.9 pts**<br>**PROFICIENT**<br>Creates a detailed analysis plan using the appropriate statistical techniques.<br>**11.9 to >0 pts**<br>**BASIC**<br>Creates an analysis plan using the appropriate statistical techniques.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not create a detailed analysis plan using the appropriate statistical techniques. | / 17 pts |
    | Evaluate data analysis tests to select appropriate tests pertinent to the sampling methodology and program evaluation design. (C4.SP.B) | **17 to >14.45 pts**<br>**DISTINGUISHED**<br>Evaluates data analysis tests to select appropriate tests pertinent to the sampling methodology and program evaluation design with justification of how the statistical tests connect to the methodology.<br>**14.45 to >11.9 pts**<br>**PROFICIENT**<br>Evaluates data analysis tests to select appropriate tests pertinent to the sampling methodology and program evaluation design.<br>**11.9 to >0 pts**<br>**BASIC**<br>Selects appropriate tests pertinent to the sampling methodology and program evaluation design.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not evaluate data analysis tests to select appropriate tests pertinent to the sampling methodology and program evaluation design. | / 17 pts |
    | Evaluate the research assumptions that guided the selection of methodology and data analysis. (C4.SP.A) | **17 to >14.45 pts**<br>**DISTINGUISHED**<br>Evaluates the research assumptions that guided the selection of methodology and data analysis and justifies the selection of methodology based on these assumptions.<br>**14.45 to >11.9 pts**<br>**PROFICIENT**<br>Evaluates the research assumptions that guided the selection of methodology and data analysis.<br>**11.9 to >0 pts**<br>**BASIC**<br>Identifies the research assumptions that guided the selection of methodology and data analysis.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not identify the research assumptions that guided the selection of methodology and data analysis. | / 17 pts |
    | Develop an aligned research question and/or hypothesis relevant to the chosen program evaluation design. (C4.SP.B) | **17 to >14.45 pts**<br>**DISTINGUISHED**<br>Develops an aligned research question and/or hypothesis relevant to the chosen program evaluation design with justification of how it aligns.<br>**14.45 to >11.9 pts**<br>**PROFICIENT**<br>Develops an aligned research question and/or hypothesis relevant to the chosen program evaluation design.<br>**11.9 to >0 pts**<br>**BASIC**<br>Develops a research question and/or hypothesis that is not relevant to the chosen program.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not develop an aligned research question and/or hypothesis relevant to the chosen program evaluation design. | / 17 pts |
    | Express ideas clearly, employing correct grammar, usage, and mechanics. | **16 to >13.6 pts**<br>**DISTINGUISHED**<br>Expresses ideas clearly, employing correct grammar, usage, and mechanics in an outstanding and consistent manner.<br>**13.6 to >11.2 pts**<br>**PROFICIENT**<br>Expresses ideas clearly, employing correct grammar, usage, and mechanics.<br>**11.2 to >0 pts**<br>**BASIC**<br>Uses proper grammar, usage, and mechanics, but not in a consistent manner.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not use proper grammar, usage, and mechanics. | / 16 pts |
    | Use proper APA style to cite and reference sources. | **16 to >13.6 pts**<br>**DISTINGUISHED**<br>Uses proper APA style to cite and reference sources in an outstanding and consistent manner.<br>**13.6 to >11.2 pts**<br>**PROFICIENT**<br>Uses proper APA style to cite and reference sources.<br>**11.2 to >0 pts**<br>**BASIC**<br>Uses proper APA style to cite and reference sources but not in a consistent manner.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not use proper APA style to cite and reference sources. | / 16 pts |
    | Total Points: 0 |

  • [Solved] CUEA

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In-depth study guidance and analytical solution covering CUEA.

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Professional orientation

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Professional orientation – 2 years ago

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Professional orientation

    – 2 years ago

  • [Solved] OBM Class

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In one- two paragraphs you should write the proposed title of the project, what the project will be about, and why you selected that project. Y **ou will not be graded on any other portion of this course until the topic proposal is completed and approved by the professor.** Please note that there ar…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    In one- two paragraphs you should write the proposed title of the project, what the project will be about, and why you selected that project. Y **ou will not be graded on any other portion of this course until the topic proposal is completed and approved by the professor.**

    Please note that there are restrictions on the topics that will be approved for your project. If this happens to you, please do not be discouraged. Your instructor may raise concerns about your topic to help ensure that your topic will be approved.  Ultimately, all topics must be approved by the professor and you will be notified if there are adjustments that must be made.

    – Considerations for the behaviors chosen:
    – Can have a a plan written and implemented within the next 9 weeks
    – Should be a specific behavior, not a large category
    – Should be increasing the behavior
    – Should be in within your scope and ability to implement an intervention around (should not be large changes in structure)
    – Be able to implement the intervention within the 8 weeks and start taking data within next 3 weeks
    – Intervention should be within your control (not firing people; bonuses; pay per performance)

    2)

    Create a powerpoint that is a minimum of 4 slide to present to the course.

    This presentation should include:

    – Topic proposed
    – Rationale
    – At least one citation to support targeting this area
    – Questions/concerns for the group regarding topic

    3)

    Be sure to include:

    – The organizational background (name of agency, location, products/services provided, number of staff, number of clients/customers and other relevant stakeholders)
    – Assessment (describe the assessment you used and its purpose)
    – Report your findings (what's going well, areas of struggle/need/pain points/inefficiencies) and preliminary, functionally equivalent interventions.

    Here's an example:

    **ORGANIZATIONAL BACKGROUND**

    The School, located in Everytown, USA, provides educational and related services to students from kindergarten to 8th grade.  The students were not able to be maintained in their public school district due to behavioral concerns.  The school provides academic, social emotional and behavioral services and support to the 37 students enrolled.  The school also provides professional development to their staff (21 full-time and nine part-time employees) and community-based resources to students, families, and school districts.

    The School administration was interested in conducting an assessment to identify potential performance improvement opportunities for their school.

    **ANALYSIS LEVEL AND TOOLS**

    The PDC-HS is an individual level assessment that has 20 yes-no questions that are completed on a checklist. The PDC-HS can identify potential causes of their problematic behavioral excesses or deficits (Carr & Wilder, 2016). The main areas assessed by the PDC-HS are training, task clarification and prompting, resources, materials, and processes, and performance consequences, effort, and competition. The PDC-HS also includes sample interventions for identified/scored areas of potential performance improvement.

    **FINDINGS AND RECOMMENDATIONS**

    Of the 20 questions, three answers were no, indicating a possible need for intervention. Those questions included: “Is the employee ever verbally, textually, or electronically reminded to complete the task,” “Are there sufficient numbers of trained staff available in the program.” and “Is the task simple or does it involve relatively low response effort.”

    _Recommended interventions and supporting literature:_ Task clarification and prompting (Bacon et al., 1982; Cunningham & Austin, 2007; Gravina, et al., 2008) reassess task process and personnel (Diener et al., 2009; McGee & Diener, 2010), regularly highlight task outcomes (Methot et al., 1996), and reduce aversive task properties (Green et al., 2008).

    **SUMMARY**

    In order to increase effectiveness, the School would benefit from addressing issues with the behavior support services.  Interventions with high impact and simple implementation were suggested.

    This plan will help develop opportunities for improvement to redesign behavioral contingencies and plans for implementing them. Behavioral contingencies are what support performance on the job. As the environment the organization operates in changes, the individual employee’s behavior needs to change as well. This includes a well-designed and managed job with a comprehensive job description and performance management tools.

    **APPENDICES (attached)**

    Appendix A: PDC-HS

    4)

    Find 4-5 articles that support the topic and proposed interventions that you are including within your project.

    These articles should be peer reviewed and related to organizational behavior management.

    Submit an assignment that includes the reference for each article and key elements of the study (participants, IV, DV, experimental design, results, etc)

    – [\
    \
    OBMInterventionsThatTypicallyDon.docx](https://www.sweetstudy.com/files/obminterventionsthattypicallydon-docx "OBMInterventionsThatTypicallyDon.docx")

    – 2 years ago

  • [Solved] Job Analysis and Performance Management

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Create a PowerPoint presentation that explains the relationship between job analysis and performance management and the advantages of performance management over performance appraisal. – [\ \ Week8AssignmentInstructions.docx](https://www.sweetstudy.com/files/week8assignmentinstructions-docx-102010…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Create a PowerPoint presentation that explains the relationship between job analysis and performance management and the advantages of performance management over performance appraisal.

    – [\
    \
    Week8AssignmentInstructions.docx](https://www.sweetstudy.com/files/week8assignmentinstructions-docx-10201019 "Week8AssignmentInstructions.docx")

    – 2 years ago