In this assignment, you will define and apply various personality theories to your personal life experiences. The assignment consists of two parts. Be sure to complete both parts.
Background
In psychology, personality theorists have sought to understand the traits and other factors that determine our very nature. Some of these factors are innate, and others seem to be shaped by environmental forces. Each theory takes a different approach to understanding personality. Familiarity with theories of personality will help you to understand and organize behaviors that you observe in others and yourself.
Instructions
Part I: Apply each of the four personality theories to your personal life experience by answering the following questions.The Five Factor Model of Personality: Explain where you fall on each of the five dimensions or traits in this theory. Discuss whether you feel you were “born with” this trait or if you feel this trait developed through experiences in your environment (such as family experiences or other learning experiences). Based on your experience, explain whether personality traits are primarily biological (innate) or environmental (learned) (Nature vs. Nurture).Albert Bandura’s Social Learning Theory: Describe how social learning theory played an influence in your own personality development. Identify whose behavior you modeled and provide specific details to describe the ways in which their behavior influenced you.Maslow’s Hierarchy of Needs: Identify which stage of Maslow’s Hierarchy of Needs you are currently experiencing. Explain which level you hope to experience in the future.Freudian Theory of Personality Structure: Regarding your own personality functioning, provide an example of how your own Id, Ego, and Superego might all work together to help you meet your needs and have a successful life. Many contemporary psychologists disagree with Freud, and do not believe that the unconscious mind plays an important role in every day behavior. Based on your readings in psychology, as well as your own experiences, do you believe that the unconscious mind is important in everyday life? Why or why not?
Your response should be a 3–4-page Microsoft Word document written in a clear, concise, and organized manner. Be sure to demonstrate ethical scholarship in accurate representation and attribution of sources (i.e., APA); and display accurate spelling, grammar, and punctuation. For help citing sources, click on Academic Resources under Course Home.
Part II: Psychological Autobiography
In this course, you have applied several theories and concepts from psychology to your own life. In this part, you will re-write the Autobiography submitted in Module 1 using the material you explored throughout the course.In your Psychological Autobiography, describe your life in a way that incorporates 12–15 terms and concepts you learned in this class. You do not need to analyze your struggles in this assignment, or disclose sensitive material. The purpose of the assignment is to simply apply the concepts we explored throughout the course to your own life history in an everyday manner.In your Psychological Autobiography, you may use any terms, research, concepts, or theories covered in class, however, you must use terms and ideas from at least five of the following theorists or perspectives:PiagetEriksonKohlbergEysenckBanduraMaslowFreud
There is room for creativity in this assignment! What is most important is that you show the instructor how much you have learned in this course by applying several theories, terms, or concepts to your life story. At a minimum, you should use information from your lectures and readings in this portion of the paper. This portion of the LASA assignment should be 2–3 pages in length. Here are some suggestions for developing your Psychological Autobiography:Write your life history according to one or more of the developmental stage theories.Apply key concepts to your early development.Explain how the concepts apply to your current life situation
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Family dynamics play a major role in how children develop. These influences include structure, expectations, parenting styles, and involvement. To understand more about how childhood experiences with your family have influenced current identification of self, take a few minutes and think back to those days.
Analyze the role that family structure, expectations, parenting styles, and involvement of caregivers played in your development.
Reflect on your experiences and share any that you are comfortable sharing. You can use questions such as the following to guide your reflection:
What was the best thing that your family said about you or did for you? Try to remember one exact day when that was said or done for you. Which person did this? Remember now what you felt then. When do you feel this way now?
Did you have a nickname? How did you feel about it?
Did family members tell you what you would end up being or doing? Was it what you wanted to be or do? How did you respond?
How do you think your family would have described you to a close friend of theirs? What were they most concerned about for you?
Would you do or react to things differently now than you did then? Why?
Make sure you evaluate your experiences in the context of major theories and concepts of cognitive, social, and physical development during middle childhood. Support your responses by citing information from the online notes and textbook and other scholarly sources. For example, describe the cognitive stage you might have been in at the time of specific events, according to Piaget, Erikson, or Freud. How did this influence how you interpreted the events? You can also discuss the parenting style that you think was used by your parents/caregivers.
Write a 3–4-page paper in Word format. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M4_A2.doc.
By Wednesday, February 17, 2016, deliver your assignment to the M4: Assignment 2 Dropbox.
Assignment 2 Grading Criteria
Maximum Points
Analyzed reflection on childhood influences, such as (family structure, expectations, parenting styles, and involvement of caregivers) and the role they played in development.
24
Reflected on whether they do or react to things differently now than they did then and explained why.
20
Evaluated their experiences in the context of major theories and concepts of cognitive, social, and physical development during middle childhood. Supported responses by citing information from the online notes and textbook and other scholarly sources.
36
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation.
20
Total:
100
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Select one of the following topics as the basis for this paper:
·Eating healthy
·Exercising
·Quitting smoking
·Quitting drinking
·Refraining from using drugs
Write a 1,050- to 1,400-word paper in which you analyze the brain structures and functions associated with the motivation to engage in your selected behavior.
Evaluate the influence of extrinsic and intrinsic factors, including heredity and the environment, on the motivation to engage in your selected behavior.
Include at least three references from scholarly, peer-reviewed sources.
Format your paper consistent with APA guidelines.
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Prepare a 1,050- to 1,400-word paper in which you discuss causes of psychopathology.
Address the following:Provide a brief overview of how culture is a factor determining the expression of psychopathology.Examine causes of psychopathology by using either the biopsychosocial or the diathesis-stress models.Explain the changes in society’s perception of psychopathology as a function of historical time period.
Cite at least two peer-reviewed sources.
Format your paper consistent with APA guidelines.
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Rashid Vaji, Ph.D., a member of the school psychology faculty at a midsize university, serves as a faculty supervisor for students assigned to externships in schools. The department has formalized a supervision and evaluation system for the extern program. Students have weekly individual meetings with the faculty supervisor and biweekly meetings with the on-site supervisor. The on-site supervisor writes a midyear
(December) and end of academic year (May) evaluation of each student. The site evaluations are sent to Dr. Vaji, and he provides feedback based on the site and his own supervisory evaluation to each student. The final grade (fail, low pass, pass, high pass) is the responsibility of Dr. Vaji. Dr. Vaji also teaches the Spring Semester graduate class on “Health Disparities in Mental Health.” One of the course requirements is for students to write weekly thought papers, in which they are required to take the perspective of therapy clients from different ethnic groups in reaction to specific session topics. Leo Watson, a second-year graduate student is one of Dr. Vaji’s externship supervisees. He is also enrolled in the Health Disparities course. Leo’s thought papers often present ethnic-minority adolescents as prone to violence and unable to “grasp” the insights offered by school psychologists. In a classroom role-playing exercise, Leo “plays” an ethnic-minority student client as slumping in the chair not understanding the psychologist and giving angry retorts. In written comments on these thought papers and class feedback, Dr. Vaji encourages Leo to incorporate more of the readings on racial/ethnic discrimination and multicultural competence into his papers and to provide more complex perspectives on clients. One day during his office hours, three students from the class come to Dr. Vaji’s office to complain about Leo’s behavior outside the classroom. They describe incidents in which Leo uses derogatory ethnic labels to describe his externship clients and brags about “putting one over” on his site supervisors by describing these clients in “glowing” terms just to satisfy his supervisors’ “stupid liberal do-good” attitudes. They also report an incident at a local bar at which Leo was seen harassing attitudes. They also report an incident at a local bar at which Leo was seen harassing an African American waitress using racial slurs. After the students have left his office, Dr. Vaji reviews his midyear evaluation and supervision notes on Leo and the midyear on-site supervisor’s report. In his own evaluation report Dr. Vaji had written, “Leo often articulates a strong sense of duty to help his ethnic minority students overcome past discrimination but needs additional growth and supervision in applying a multicultural perspective into his clinical work.” The on-site supervisor’s evaluation states that:
Leo has a wonderful attitude towards his student clients . . . Unfortunately evaluation of his treatment skills is limited because Leo has had less cases to discuss than some of his peers since a larger than usual number of students have stopped coming to their sessions with him.
It is the middle of the Spring Semester, and Dr. Vaji still has approximately 6 weeks of supervision left with Leo. The students’ complaints about Leo, while more extreme, are consistent with what Dr. Vaji has observed in Leo’s class papers and role-playing exercises. However, these complaints are very different from his presentation during on-site supervision. If Leo has been intentionally deceiving both supervisors, then he may be more ineffective or harmful as a therapist to his current clients than either supervisor realized. In addition, purposeful attempts to deceive the supervisors might indicate a personality disorder or lack of integrity that if left unaddressed might be harmful to adolescent clients in the future.
Ethical Dilemma
Dr. Vaji would like to meet with Leo at minimum to discuss ways to retain adolescent clients and to improve his multicultural treatment skills. He does not know to what extent his conversation with Leo and final supervisory report should be influenced by the information provided by the graduate students
Case Study Seven Worksheet
Respond to the following questions in 1,250 to 1,500 words.
1. Why is this an ethical dilemma? Which APA Ethical Principles help frame the nature of the dilemma?
2. To what extent, if any, should Dr. Vaji consider Leo’s ethnicity in his deliberations? Would the dilemma be addressed differently if Leo self-identified as non-Hispanic White, Hispanic, on non-Hispanic Black?
3. How are APA Ethical Standards 1.08, 3.04, 3.05, 3.09, 7.04, 7.05, and 17.05 relevant to this case? Which other standards might apply?
4. What are Dr. Vaji’s ethical alternatives for resolving this dilemma? Which alternative best reflects the Ethics Code aspirational principle and enforceable standard, as well as legal standards and obligations to stakeholders?
o
o
o
5. What steps should Dr. Vaji take to ethically implement his decision and monitor its effects?
Reference
Fisher, C. B. (2013). Decoding the ethics code: A practical guide for psychologists. Thousand Oaks, CA: Sage.
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This merely a paper that has to be between 1,200 to 1,500 words.. I posted all the information needed to write this paper that is why it seems a bit much. However it is just a paper and the guidelines.. Please look carefully before you send me an agreement with a price. This is a not a big assignment I just posted all the guidelines..
You must write about your observations in third person;
You must use peer reviewed academic resources from ; http://www.apa.org/journals/by_subject.html
You do not provide an itemized narrative to the items. Part 1 (do not submit responses to) it is merely a guide for you in what you are to be looking for when you observe the group and I do not want your responses to these singularly and/or itemized in your paper.
This required Portfolio assignment that will give you experience observing and interacting with people outside of the classroom. It has been designed to provide you with the opportunity to develop skills, synthesize knowledge, and integrate learning in a real world setting. This assignment accomplishes that goal by challenging you to:
• Observe a group discussing a topic of interest such as a focus group, a community public assembly, a department meeting at your workplace, or local support group
• Study how the group members interact and impact one another
• Analyze how the group behaviors and communication patterns influence social facilitation
• Integrate your findings with evidence-based literature from journal articles, textbook, and additional scholarly sources
Purpose: To provide you with an opportunity to experience a group setting and analyze how the presence of others substantially influences the behaviors of its members through social facilitation.
Process: You will participate as a guest at an interest group meeting in your community to gather data for a qualitative research paper. Once you have located an interest group, contact stakeholders and explain the purpose of your inquiry. After you receive permission to participate, you will schedule a date to attend the meeting; at which time you will observe the members and document the following for your analysis:
Part I
• How were the people arranged in the physical environment (layout of room and seating arrangement)?
• What is the composition of the group, in terms of number of people, ages, sex, ethnicity, etc.?
• What are the group purpose, mission, and goals?
• What is the duration of the group (short, long-term)? Explain.
• Did the group structure its discussion around an agenda, program, rules of order, etc.?
• Describe the structure of the group. How is the group organized?
• Who are the primary facilitators of the group?
• What subject or issues did the group members examine during the meeting?
• What types of information did members exchange in their group?
• What were the group’s norms, roles, status hierarchy, or communication patterns?
• What communication patterns illustrated if the group was unified or fragmented? Explain.
• Did the members share a sense of identity with one another (characteristics of the group-similarities, interests, philosophy, etc.)?
• Was there any indication that members might be vulnerable to Groupthink? Why or why not?
• In your opinion, how did the collective group behaviors influence individual attitudes and the group’s effectiveness? Provide your overall analysis.
Part II
Write a 1,200- to 1,500-word paper incorporating your analysis with evidence to substantiate your conclusion. Explain how your observations relate to research studies on norm formation, group norms, conformity, and/or social influence. Integrate your findings with literature from the textbook, peer-reviewed journal articles, and additional scholarly sources. Format your paper consistent with APA guidelines. Use at least two references in your writing.
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Evaluate an ArgumentPlease read the instructions below for information on how to complete this assignment.
For a list of resources that are specific to this assignment, please utilize the “Resources Tab” located below.
If you feel that you need help with any of the main topics for this week, please revisit the Practice Activities located in the Weekly Overview.AssignmentResourcesChoose an argument that you found online (you may utilize an argument from a video posted online, a blog, a news source, a political website, or any other resource that will allow you to satisfactorily meet the requirements of the assignment). You may also select from this week’s relevant recommended resources.
Once you have selected your source, you will then evaluate the argument being presented in the source in an essay of 400 words. In your evaluation:
Identify the issue, the premises, and conclusions of the argument.Determine whether the argument is sound or unsound (deductive), valid or invalid (deductive), or strong or weak (inductive).Explain why you have chosen to label it as sound or unsound, valid or invalid, and/or strong or weak.
Use the “Steps for evaluating an argument ” template for assistance with structuring your evaluation; however, you should construct and submit your evaluation in an essay format. Do not merely turn in a bulleted outline.
The essay must be 400 words in length, excluding title and reference pages, and formatted according to APA style. For information regarding APA formatting, including samples and tutorials, visit the Ashford Writing Center, located within the Learning Resources tab on the left navigation toolbar in your online course. The only required resource for this assignment is the media object or written work you analyze. This should be the piece that you primarily use to complete this assignment. Secondary sources are welcome but not necessary, and they should not be used in place of the argument piece you analyze.
The Ashford Writing Center (AWC) has two kinds of tutoring available to you.
Live Chat – If you have writing-related questions about a topic before you draft a discussion post or submit a written assignment, you will now be able to chat live with a tutor for a short (up to 20 minute) conversation. Live Chat will be available Monday through Friday from 10:00-11:00 am and 4:00-5:00 pm (PST). AWC Live Chat Email Paper Review – If you have a draft, partial draft, or even if you’re having trouble getting started, you can complete a submission form and email your paper to the AWC for review.Writing Tutors will do their best to return your paper with their comments within 48 hours, not including Saturdays and Sundays. Please plan accordingly if you would like to receive feedback before an assignment due date. AWC Email Paper Review Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.
Late Policy: Written assignments (essays, journals, presentations) are due on the specified days in the course. Written assignments will be subject to a late penalty of up to 10% per day up to three days late. If written assignments are submitted after 72 hours past the due date, instructors can give a penalty up to and including a grade of 0 for the assignment. PHI103.W4A1.10.2013Description:
Total Possible Score: 3.00 Identifies the Issue, Premises, and Conclusion of the ArgumentTotal: 0.70
Distinguished – Accurately and clearly identifies the issue, premises, and conclusion of the argument. The identification is clear and concise.
Proficient – Accurately identifies the issue, premises, and conclusion of the argument. The identification is slightly unclear or imprecise.
Basic – Accurately identifies at least two of the three components of the argument. The identification of the issue, premises, or conclusion is unclear, imprecise, or inaccurate.
Below Expectations – Accurately identifies at least one component of the argument. The identification of the issue, premises, and/or conclusion is significantly unclear, imprecise, and/or inaccurate.
Non-Performance – The identification of the issue, premises, and conclusion of the argument is either nonexistent or lacks the components described in the assignment instructions.
Determines Whether the Argument Is Valid/Invalid, Sound/Unsound, and/or Strong/WeakTotal: 1.40
Distinguished – Clearly determines whether the argument is valid/invalid, sound/unsound, and/or strong/weak in accordance with the properties of deductive and inductive arguments, and fully explains reasoning.
Proficient – Somewhat clearly determines whether the argument is valid/invalid, sound/unsound, and/or strong/weak, and adequately explains reasoning. The explanation omits minor details related to the properties of inductive and deductive arguments.
Basic – Determines whether the argument is valid/invalid, sound/unsound, and/or strong/weak, and partially explains reasoning. The explanation omits relevant details that are necessary to fully explain the properties of inductive and deductive arguments.
Below Expectations – Attempts to determine whether the argument is valid/invalid, sound/unsound, and/or strong/weak and explain reasoning; however, the explanation omits or inaccurately represents significant details that are necessary to explain the properties of inductive and deductive arguments.
Non-Performance – The determination of whether the argument is valid/invalid, sound/unsound, and/or strong/weak is either nonexistent or lacks the components described in the assignment instructions.
Written Communication: Control of Syntax and MechanicsTotal: 0.30
Distinguished – Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors, and is very easy to understand.
Proficient – Displays comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains only a few minor errors, and is mostly easy to understand.
Basic – Displays basic comprehension of syntax and mechanics, such as spelling and grammar. Written work contains a few errors, which may slightly distract the reader.
Below Expectations – Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work contains major errors, which distract the reader.
Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.
Word RequirementTotal: 0.30
Distinguished – The length of the paper is equivalent to the required number of words.
Proficient – The length of the paper is nearly equivalent to the required number of words.
Basic – The length of the paper is equivalent to at least three quarters of the required number of words.
Below Expectations – The length of the paper is equivalent to at least one half of the required number of words.
Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.
APA FormattingTotal: 0.15
Distinguished – Accurately uses APA formatting consistently throughout the paper, title page, and reference page.
Proficient – Exhibits APA formatting throughout the paper. However, layout contains a few minor errors.
Basic – Exhibits basic knowledge of APA formatting throughout the paper. However, layout does not meet all APA requirements.
Below Expectations – Fails to exhibit basic knowledge of APA formatting. There are frequent errors, making the layout difficult to distinguish as APA.
Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.
Resource RequirementTotal: 0.15
Distinguished – Uses more than one scholarly source, providing compelling evidence to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.
Proficient – Uses one scholarly source to support ideas. The source is used and cited correctly within the body of the assignment and on the reference page.
Basic – Uses one scholarly source to somewhat support ideas. Citations may not be formatted correctly within the body of the assignment and/or on the reference page.
Below Expectations – Uses one source that provides little or no support for ideas. The source may not be scholarly, and citations are not formatted correctly within the body of the assignment and/or on the reference page.
Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions. Powered by ResourcesRequired Resources
Template
Johnson, P. (2013). Steps for evaluating an argument [Template]. Office of Assessment Strategies & Instructional Systems, Ashford University, Clinton, IA.
This template will assist with the process of evaluating an argument.
Recommended Resources
Examples of Arguments in Media
You may use these examples in your essay or find your own arguments to evaluate. It is not necessary to view all examples, but it is encouraged that you view as many as necessary to find an argument you would like to evaluate.
Adobe. (2012, Oct. 24). The Slap [Video file]. Retrieved from http://www.youtube.com/watch?v=LFvpzK8_PDEThis commercial presents students with a specific logical fallacy example.Transcript.Dunning, B. (2013). Logical Fallacies 2 [Video file]. Retrieved from http://www.youtube.com/watch?v=Z71w-rHkeSk&feature=episodic&NR=1This video demonstrates multiple informal logical fallacies that the students will examine during this week. Transcript.TheHtownusa. (2011, March 31). The fallacy project: Examples of fallacies from advertising, politics, and popular culture [Video file]. Retrieved from http://www.youtube.com/watch?v=fXLTQi7vVsITranscript.UnlimitedProductions. (2006, Oct. 30). Monty Python – The Annoying Peasant [Video file]. Retrieved from http://www.youtube.com/watch?v=rAaWvVFERVAMonty Python and the holy grail: Peasant scene. (2009). In MontyPython.net[Transcript]. Retrieved from http://www.montypython.net/scripts/HG-peascene.php
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Stereotypes, like bias, are another social phenomenon that fuel the ‘isms. Every culture has stereotypes. If you think about it, you can probably come up with some stereotypes right now that exist for some of your cultural identities.
Part of understanding stereotypes more deeply requires us to answer questions like “how are stereotypes formed?” “what attitudes, beliefs, or experiences maintain stereotypes?” and “how are stereotypes changed?” That is where research comes in. Unfortunately, it is hard to research a topic when research participants do not want to admit that they hold stereotypes, let alone use them to make life decisions.
In this discussion, you will discuss stereotypes that specifically relate to the culture of religion. You will also create a research study that investigates those stereotypes within the religious culture of your choosing. Finally, you will evaluate how cultural and research biases will impact your study.Instructions
For your initial post to this discussion:Identify two stereotypes about a specific religion or faith.Compare and contrast the stereotypes and their effects on the subjects of the stereotypes.
Next, describe a design for a research study related to your specialization that investigates an issue related to a stereotype or is counter to a stereotype. You can investigate anything related to the faith and religion, and stereotypes. For example, if you were a chemical dependency counselor, you might investigate alcoholism in Jewish Americans.Explain, briefly, what your research study plans to investigate and why this is important.Articulate the cultural biases that may surface in your research and how you will manage or avoid them.Explain how will you recruit participants.Discern the types of research biases you will want to avoid in the study.
Your initial discussion post should be at least 200 words.
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Create an MS Word document by cutting and pasting SPSS output into your document. Please answer the questions first and include all output at the end of the assignment in an Appendix. Name the file in the following format: lastnamefirstinitialEDU8006-3.doc (example: smithbEDU8006-3.doc).
Complete the following:
Part A
In Part A, you really getting to know a set of data and allows you the opportunity to perform statistical tests and then interpret the output. You will rely on all you have learned to this point and add correlation and regression strategies to your tool kit.
Using the data set: Chamorro-Premuzic.sav; you will focus on the variables related to Extroversion and Agreeableness (student and lecturer).Exploratory Data Analysis.Perform Exploratory Data Analysis on all variables in the data set. Because you are going to focus on Extroversion and Agreeableness, be sure to include scatterplots for these combinations of variables (Student Agreeableness/Lecture Agreeableness; Student Extroversion/Lecture Extroversion; Student Agreeableness/Lecture Extroversion; Student Extroversion/Lecture Agreeableness) and include the regression line on the chart.Give a one to two paragraph write up of the data once you have done this.Create an APA style table that presents descriptive statistics for the sample.Make a decision about the missing data. How are you going to handle it and why?Correlation. Perform a correlational analysis on the following variables: Student Extroversion, Lecture Extroversion, Student Agreeableness, Lecture Agreeableness.Ensure you handle missing data as you decided above.State if you are using one or two-tailed test and why.Write up the results in APA style and interpret them.Regression. Calculate a regression that examines whether or not you can predict if a student wants a lecturer to be extroverted using the student’s extroversion score.Ensure you handle missing data as you decided above.State if you are using one or two-tailed test and why.Include diagnosticsDiscuss assumptions; are they met?Write the results in APA style and interpret them.Do these results differ from the correlation results above?Multiple Regression. Calculate a multiple regression that examines whether age, gender, and student’s extroversion predict if a student wants the lecturer to be extroverted.Ensure you handle missing data as you decided above.State if you are using one or two-tailed test and why.Include diagnosticsDiscuss assumptions; are they met?Write the results in APA style and interpret it.Do these results differ from the correlation results above?
Part B
Briefly restate your research area of interest.Pearson Correlation: Identify two variables for which you could calculate a Pearson correlation coefficient. Describe the variables and their scale of measurement. Now, assume you conducted a Pearson correlation and came up with a significant positive or negative value. Create a mock r value (for example, .3 or -.2). Report your mock finding in APA style (note the text does not use APA style) and interpret the statistic in terms of effect size and R2 while also taking into account the third variable problem and well as direction of causality.Spearman’s Correlation: Identify two variables for which you could calculate a Spearman’s correlation coefficient. Describe the variables and their scale of measurement. Now, assume you conducted a correlation and came up with a significant positive or negative value. Create a mock r value (for example, .3 or -.2). Report your mock finding in APA style (note the text does not use APA style) and interpret the statistic in terms of effect size and R2 while also taking into account the third variable problem and well as direction of causality.Partial Correlation vs. Semi-Partial Correlation: Identify three variables for which you may be interested calculating either a partial or semi-partial correlation coefficient. Compare/contrast these two types of analyses using your variables and research example. Which would you use and why?Simple Regression: Identify two variables for which you could calculate a simple regression. Describe the variables and their scale of measurement. Which variable would you include as the predictor variable and which as the outcome variable? Why? What would R2 tell you about the relationship between the two variables?Multiple Regression: Identify at least 3 variables for which you could calculate a multiple regression. Describe the variables and their scale of measurement. Which variables would you include as the predictor variables and which as the outcome variable? Why? Which regression method would you use and why? What would R2 and adjusted R2 tell you about the relationship between the variables?Logistic Regression: Identify at least 3 variables for which you could calculate a logistic regression. Describe the variables and their scale of measurement. Which variables would you include as the predictor variables and which as the outcome variable? Why? Which regression method would you use and why? What would the output tell you about the relationship between the variables?
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If you think you can help me please let me know. I have posted the question below and everything has to be completed in APA formatting. Thank you!
A comparison (similarities and differences) of dissociative identity disorder and one other dissociative disorder. Highlight the difference between the disorders in a way that allows you to accurately distinguish between the two when making a diagnosis. Then explain challenges dissociative disorders might present to forensic psychology professionals when introduced in a legal setting.
Be sure to support your postings and responses with specific references all must be APA formatted.
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https://academicwritingsexperts.com/wp-content/uploads/2021/12/LOGO.png00Samhttps://academicwritingsexperts.com/wp-content/uploads/2021/12/LOGO.pngSam2023-09-29 03:24:262023-09-29 03:24:26I need help with a discussion question- a comparison (similarities and differences) of dissociative identity disorder and one other dissociative disorder
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