Category: Social Science

Statistical analysis software such as SPSS is a valuable tool that helps researchers perform complex calculations. However, to use such a tool effectively, the study must be well designed. The social worker must understand the study’s purpose and select the most appropriate design. The social worker must correctly represent the relationship being examined and the variables involved. Finally, they must enter those variables correctly into the software package.
In this Assignment, you analyze in detail the decisions made in the Chi-Square case study and the relationship between study design and statistical analysis.
LEARNING RESOURCES
Required Readings
Dudley, J. R. (2020). Social work evaluation: Enhancing what we do (3rd ed.). Oxford University Press.Chapter 10, “Analyzing Evaluation Data” (pp. 255–275)
Flannelly, K. J., Flannelly, L. T., & Jankowski, K. R. B. (2018). Threats to the internal validity of experimental and quasi-experimental research in healthcareLinks to an external site.. Journal of Health Care Chaplaincy, 24(3), 107–130. https://doi.org/10.1080/08854726.2017.1421019Document: A Short Course in Statistics Download A Short Course in Statistics(PDF)
Required Media
Walden University, LLC. (2022). Social work case studiesLinks to an external site. [Interactive media]. https://waldenu.instructure.comNavigate to the Chi-Square case study.
TO PREPARE
Access the Social Work Case Studies media and navigate to the Chi-Square case study.
As you again review the case, this time focus on the purpose of the evaluation, the choice of a chi-square statistic, and the research design. Consider what the statistical results indicate about the program.
BY DAY 7
Submit a 1-page paper analyzing the relationship between study design and statistical analysis used in the case study. Explain why you think that the agency created a plan to evaluate the program.
Explain why the social work agency chose to use a chi-square statistic to evaluate whether there is a difference between those who participated in the program and those who did not. (Hint: Think about the level of measurement of the variables.)
Describe the research design in terms of observations (O) and interventions (X) for each group.
Interpret the chi-square output data and provide support for your interpretation. (Hint: Review the value.) What do the data say about the program?
Use the Learning Resources to support your paper. Make sure to include appropriate APA citations and a reference list.

SELECTION OF A STATISTICAL ANALYSIS APPROACH
Even at the data collection stage, the social work researcher needs to know what type of data analysis will facilitate an answer to the research question. The researcher should understand the purpose of each method of analysis, the characteristics that must be present in the study for the design to be appropriate, and any weaknesses of the design that might limit the usefulness of the results. Only then can the researcher select the appropriate design.
Choosing the appropriate design enables the social work researcher to gather the most relevant information about the relationship being studied. Notice that it is not the statistical test itself that deems the research valid; rather, it is the research design. Social workers must be aware of and adjust any limitations of their chosen design that may impact the validity of the study.
In this Discussion, you examine a case study involving a quantitative design, determining whether the statistical information supports the program’s efficacy and whether there are limiting factors.
RESOURCES
Dudley, J. R. (2020). Social work evaluation: Enhancing what we do (3rd ed.). Oxford University Press.Chapter 10, “Analyzing Evaluation Data” (pp. 255–275)
Flannelly, K. J., Flannelly, L. T., & Jankowski, K. R. B. (2018). Threats to the internal validity of experimental and quasi-experimental research in healthcareLinks to an external site.. Journal of Health Care Chaplaincy, 24(3), 107–130. https://doi.org/10.1080/08854726.2017.1421019
Document: A Short Course in Statistics Download A Short Course in Statistics(PDF)
Required Media
Walden University, LLC. (2022). Social work case studiesLinks to an external site. [Interactive media]. https://waldenu.instructure.comNavigate to the Chi-Square case study.
TO PREPARE
Review the Learning Resources on analyzing evaluation data, threats to internal validity, and statistics.
Access the Social Work Case Studies media and navigate to the Chi-Square case study.
As you review the case, consider the confounding variables—that is, factors that might explain the difference between those in the program and those waiting to enter the program.
BY DAY 3
Post a brief outline of the case study and consider the conclusion that “the vocational rehabilitation intervention program may be effective at promoting full-time employment.”
What statistical information shows whether the program was effective (or not)?
Review the factors that limit the internal validity of a study (history, maturation, testing, instrumentation, statistical regression, selection bias, and attrition).
Select and explain which of these factors might limit the ability to draw conclusions regarding cause-and-effect relationships.
BY DAY 6
Respond to at least two colleagues by explaining how that colleague might rule out one of the confounding variables that they identified.
Response 1 to SJR
This study was conducted to determine if a recently instituted vocational rehabilitation program for newly paroled prison inmates was effective. The study determined that the program might be effective at promoting full-time employment among recent paroled inmates. The program was evaluated using a Chi-Square. The statistical information demonstrated that, of the paroled inmates in the intervention group, 60% (or 18 of the 30 participants) obtained full time employment. Conversely, a little over 20% (or 6 of the 29 participants) of the comparison group obtained full-time employment.
There are several factors that can limit internal validity of a study of this kind. History is one of those factors. History refers to events that occur in the environment that can change the outcomes in a study (Flannelly et al., 2018). It is described by Flannelly et al. (2018) as the experience of external events. Maturation is another factor. This encompasses changes such as those related to age, being fatigued, or having some type of disease or illness (Flannelly et al., 2018). Another factor is the testing itself. The study needs to show that there is a clear and definite relationship between the test and what it is measuring (Flannelly et al., 2018). Flannelly et al. (2018) noted that there can be reactivity associated with a study that would affect the outcomes. Reactivity refers to the way in which a test subject modifies their behavior due to the fact that they are being studied (Jimenez-Buedo, 2019). Instrumentation is yet another factor that can affect internal validity. This refers to the concept that “any change in measurement can pose a threat to internal validity.” (Flannelly et al., 2018). The term instrument can refer, in this context, to an electronic or mechanical instrument or to human researchers and how they judge or rate a dependent variable (Flannelly et al., 2018). Statistical regression can also cause a natural variation in data to appear as real change when in fact, it is not (Barnett et al., 2005). Another factor is selection bias. This refers to the possibility of bias when selecting the participants for the study (Flannelly et al., 2018). If selection bias occurs, there may be important differences in the study’s intervention group and those in the control group (Flannelly et al., 2018). These differences could affect the outcomes of the study as the groups would not then be equivalent (Flannelly et al., 2018).
This researcher views factors that influence the internal validity in this study as possibly maturation and history. Flannelly et al. (2018) discusses that maturation involves bodily changes and biological changes. In regard to this study, if some of the participants in either group were ill or had some type of diagnosed disease, that could affect their ability to obtain full-time employment. Additionally, age is not mentioned for participants in either group. Age can play an important role in obtaining jobs. The other chosen possible influence, history, is comprised of everyday experiences of the participants that could affect the study outcome (Flannelly et al., 2018). This could even be that some of the participants may be able to communicate better than others and therefore be able to make a better impression on a possible employer, thus enhancing their potential in obtaining a job. There is also no mention of education about any of the participants. Some of the participants may have a higher education than others or have more prior experience in some form of job-related field that would make it easier for them to obtain a job.
Resources
Barnett, A. G. (2005). Regression to the Mean: What It Is and How to Deal With It. International Journal of Epidemiology, 215 – 220.
Flannelly, K. J. (2018). Threats to the Internal Validity of Experimental and Quasi-Experimental Research in Healthcare. Journal of Health Care Chaplaincy, 107 – 130.
Jimenez-Buedo, M. (2021). Reactivity in Social Scientific Experiments: What Is It and How Is It Different (and Worse) Than a Placebo Effect? European Journal for Philosophy of Science, 1 – 22.
Walden University, LLC. (2022). Social Work Case Studies [Interactive media]. https://waldenu.instructure.com
Response 2 to AG
Post a brief outline of the case study and consider the conclusion that “the vocational rehabilitation intervention program may be effective at promoting full-time employment.”
The purpose of this case study is to investigate the efficiency of a vocational rehabilitation intervention program in terms of increasing participants likelihood of obtaining full-time job after their release from prison. The research employs a technique known as a quasi-experimental comparison between a group of participants who went through the program known as the intervention group and a waiting list of people who have not yet participated in the program known as the comparison group. Participants in the intervention group were more likely to have full-time jobs than those in the comparison group. Nevertheless, the study has a number of drawbacks, the most notable of which are the absence of a random assignment and the potential for biased selection (Walden University, 2022).
What statistical information shows whether the program was effective (or not)?
The chi-square test for independence, which was used to determine whether or not the program was successful, found that the difference between the intervention group and the comparison group was highly significant, with a p value of.003 (Walden University, 2022).This information was used to determine whether or not the program was successful. However, this is a significant difference between the employment outcomes of the two groups, with the intervention group having a greater likelihood of being employed full-time as compared to the comparison group, but the study suffers from a number of shortcomings that make it challenging to draw any conclusions about the relationship between cause and effect.
Review the factors that limit the internal validity of a study (history, maturation, testing, instrumentation, statistical regression, selection bias, and attrition).
The history, maturation, testing, instrumentation, statistical regression, selection bias, and attrition of the participants are the elements that limit the internal validity of an investigation.
The History, is the important events that took place before the beginning of the investigation and could have an impact on the findings.
Maturation, regardless of the intervention or treatment, study participants may develop organically over time. This study’s outcome may alter as a result of this maturation, which is not always due to the intervention.
Testing, is the phenomenon in which individuals are more likely to alter their conduct when they are aware that they are being observed.
Instrumentation, it alludes to the possibility that the methods and tools utilized to collect data will evolve over the course of the research project.
Statistical Regression, is the observation that individuals who are on opposite ends of the scale for the independent variable are more likely to shift positions.
Selection bias, this occurs when study participants are not assigned at random, resulting in differences between participants in the intervention and control groups. This can make it challenging to solely credit any observed variations in outcome to the intervention.
Attrition, occurs when participants leave a study before it is finished. This may result in a non-representative sample and potential biases or confounds in the study’s outcome.
These concepts are said to be threats to the internal validity of experiments because they pose alternate explanations for the apparent causal relationship between the independent variable and dependent variable of an experiment if they are not adequately controlled (Flannelly, K. J et. al, 2018).
Select and explain which of these factors might limit the ability to draw conclusions regarding cause-and-effect relationships.
The ability to form conclusions about cause-and-effect relationships can be limited by a number of the criteria stated. One factor limit I chose is Attrition. Attrition, is absence of a random assignment process, it is impossible to determine with certainty whether the difference in job outcomes is the result of the program or whether it is due to other factors. Another factor limit is Selection bias. According to Flannelly, K. J. et al, (2018), it states study selection bias, study displays was the first group of participates in the program which increase their motivation to gain employment, while the second group is on the waitlist and may lack motivation. These factors limit validity because they offer an alternative explanation for the effects of the experiment. Due to this, there is not enough data to support the employment being a direct cause of the vocational program
References:
Flannelly, K. J., Flannelly, L. T., & Jankowski, K. R. B., (2018). Threats to the internal validity of experimental and quasi-experimental research in healthcare. Journal of Health Care Chaplaincy, 24(3), 107–130. https://doi.org/10.1080/08854726.2017.1421019
Walden University, LLC., (2022). Social work case studies. https://waldenu.instructure.com. Chi-Square case study.

please. come. both. parts
part check off part 1 and answer part. 2
part1
Self-Esteem and Body ImageBe sure to complete all portions of the activity. There are two parts, appearing on two separate screens. Once you complete all required content in a part, you will be able to move forward using the part navigation buttons at the top or bottom of the activity.SELF-ESTEEM AND BODY IMAGE SCALEThe goal of this activity is to help you think about your self-esteem and body image. Consider the following statements and then select the response indicating how strongly you agree or disagree with each of them.Strongly agree
Agree
Neutral
Disagree
Strongly disagree
*1. On the whole, I am satisfied with myself.
You did not complete this question.
*2. I have a number of good qualities.
You did not complete this question.
*3. I am able to do things as well as most other people.
You did not complete this question.
*4. I have done things I am proud of.
You did not complete this question.
*5. I wish I had more respect for myself.
You did not complete this question.
*6. I feel more in control when I restrict the food I eat.
You did not complete this question.
*7. I consistently compare myself to others.
You did not complete this question.
*8. I make sure to exercise if I have eaten too much.
You did not complete this question.
*9. I would agree to cosmetic surgery if it were free.
You did not complete this question.
*10. I am anxious about how people perceive or judge me.
You did not complete this question.
*11. I eat to make myself feel better when I am sad, upset,or lonely.
You did not complete this question.
*12. I often skip meals to lose weight.
You did not complete this question.
Part 2
CRITICAL THINKING QUESTIONSConsider your responses in Part 1, and answer the following questions.1. Statements 1 through 5 relate to self-esteem. How do you think you do in regard to your self-esteem? What areas do you feel are your strengths? How are you supported in maintaining high self-esteem? Are you supported by family, friends, and colleagues? What about community factors, such as academics, sports, or student organizations? How about larger policies, such as institutions or social policies?*
2. In areas of lower self-esteem, what are some of the factors that make it difficult or contribute to feelings of self-doubt? Are there areas that you could strengthen or change? Are there ways that family, friends, or community could help you? What role does social media play?*
3. Statements 6 through 12 relate to body image. Your responses here are probably linked to your responses to the self-esteem statements. What areas appear to be your strengths? What factors support them?*
4. Are there areas of concern for you in your body image responses? How might factors in your environment be contributing to these concerns? Is there anything you would like to change or could change in your environment to reduce the impact of these factors?*
Note: This activity is not intended to diagnose eating disorders. The intent is to help you think about the factors discussed in the chapter and apply them to your life

THIS IS A MULTI-QUESTION
PART 1:
From the perspective of your specific discipline, write a paper of 500-750 words in which you address the following:
Discuss strategies for promoting resilience, optimum development, and wellness in adults.
Going a step further, discuss ethical issues and cultural strategies that come into play while promoting resilience, optimum development, and wellness in adults.
Compare and contrast the possible selves and the stages of reflective judgment theories from the text.
PART 2:
Resources: To prepare for this assignment, review the following theories down below of aging listed in Chapters 13, 14, and 15 of the textbook.
The Five-Factor Trait Model (Chapter 13)
Rate-of-Living Theories (Unable to find chapter)
Cellular Theories (Chapter 14)
Programmed-Cell-Death Theories (Chapter 14)
Information Processing Theory
Continuity Theory (Chapter 15)
Competence and Environmental Press Theory (Chapter 15)
Erik Erikson’s Integrity vs. Despair (Chapter 15)
Part 1: Older Adult Interview
Interview an older adult of your choice (they may be your parents, relatives, or friends) and have a discussion about the factors that influenced their development. Address the following as part of the interview:
Cognitive, physical, and psychosocial development during the interviewee’s Maturity Stage of Adulthood (age 65 or older).
How peers influenced the interviewee during his or her adolescent/young adult stage.
What people and/or events influenced the interviewee’s development of morals such as faith, ethics, and culture?
How the interviewee’s experiences, positive or negative, have formulated who he or she is as a mature adult.
Note: American Counseling Association (ACA) ethical guidelines indicate that interviewees have the right to refuse to answer any question posed to them by an interviewer. Please ensure that your interviewees are aware of this, and do not force them to answer where the opportunity to reply has been refused.
Pick one of the theories reviewed in Chapters 14 and 15 of the text.
Part 2: Reflection
From the perspective of your specific discipline (school counseling), write a paper of 750-1,000 words, discussing the selected theory and how it relates to your interview. Include the following in your paper:
A description of the selected theory.
A description of your interviewee (gender, age, ethnicity, etc.).
How the interviewee’s responses illustrate the selected theory. Support your response with examples.
Discuss the ethical and cultural strategies for promoting resilience, optimum development, and wellness in older adults in general.
Include at least three scholarly references in addition to a personal communication reference for the interviewee.
https://bibliu.com/app/#/view/books/9781337671170/…

please respond with 150. words
With the sexual revolution of the 60’s and 70’s celibacy seemed to go out the window for most of Americans. A new trend of celibacy v.s sexual activity has become very popular today with many Americans deciding to “wait” until marriage or the right partner before becoming sexually active. Conversely, more Americans than ever are “hooking up” on a regular basis. What do you think about celibacy v.s. sexual activity? Do you know anyone who has chosen to be celibate? Do you know anyone who has chosen to be sexually active?What are their reasons for either?

please respond with 150. words
Infertility has become a serious problem for many couples who have tried to conceive without success. Some have spent a fortune without any results. Would you be willing to be a sperm or egg donor for one such couple? Explain why you would or would not.

Hi worksheet details about me, I’m a single mother, 10 year old son. immigrant background Jamaica, Christian.
On the worksheet provided, answer the questions regarding sources of strength in your life. Respond to them in your own words, and no citations are needed. Answer in such a way that the reader can fully understand the description you are giving. Refer to Chapter 2, Critical Thinking Questions 2-3 in the text for further reference.
While APA style is not required for the body of this assignment, solid academic writing is expected.
Social work Questions answer using 300 words Can a social worker practice social work principles and values without sharing a Christian worldview?