The topic of the paper is on an article written by Watson, J. B. & Rayner R. (1920). Conditioned emotional reactions. Journal of Experimental Psychology, 3(1), 1 – 14.  

 (Links to an external site.)

Physical pain is a short term stressor, while Emotional Pain are long term.

A scrape in the knee can keep you occupied for a short period of time. But a broken heart can last a lifetime. But there are cases where physical stress can cause a massive long term stress like an amputee or stroke, they develop a sense of lost and an emotion of despair.

Main point here is as long as Emotions aren’t involved the stress would just be short term. “Don’t get to emotional in an exam next time.”

Respond to at least one of your peers. Your responses are expected to be substantive in nature and reference the assigned readings, as well as other theoretical, empirical, or professional literature to support your views and writings. Your response to your peer needs to include at least 2 references,

In the article the authors evaluated multiple services of domestic violence programs in Illinois. They look at the services the programs offered including advocacy they do look at the services the programs offered including ?hotline, counseling, advocacy, and shelter? (Bennett, Riger, Schewe, Howard, & Wasco, 2004). 1. What qualitative data did the authors choose to evaluate? The qualitative data that was chosen to be evaluated were exploring if the participants in the program we’re being helped with making healthy decisions, regaining control of their lives as well as rebuilding them, and increasing their self-efficacy (Bennett, Riger, Schewe, Howard, & Wasco, 2004). This information was gathered through questionnaires and interviews. Royse, Thayer, & Padgett (2016) describe qualitative evaluations as focusing on naturalistic inquiry and emphasizing narrative over numbers. Using qualitative data that can be gathered through questioning and observing are fundamental in understanding the success or failure of a program (Royse, Thayer, & Padgett, 2016)2. What quantitative data did they choose to evaluate?The participants also completed evaluation to scales to measure the outcomes of the program and included items pertaining to the comfort of the shelter and staff respect. The measurements were a 4 or 5 point scale system that had the internal consistency evaluated using the Cronbach?s alpha (Bennett, Riger, Schewe, Howard, & Wasco, 2004) 3. Critique the author?s rationale and final decision, referencing considerations offered from the assigned chapters of your textbook. Do you agree or disagree with their rationale?The authors found that there was increase in all measured outcomes across all of the programs (Bennett, Riger, Schewe, Howard, & Wasco, 2004).This included gaining information about violence as well as support, gain improvement in their decision making abilities, increase their coping skills, and feel safe (Bennett, Riger, Schewe, Howard, & Wasco, 2004). While I agree with their rationale and findings, I do agree that there are an extensive amount of limitations to the study that the authors noted. The limitations included the self-reported data, measures that were untested, there were not control groups, the information was gathered by the providers, and there was not random selection or sampling within the evaluation (Bennett, Riger, Schewe, Howard, & Wasco, 2004).4. What additional information about clients? experience would have been valuable, and how could it have been collected? See the 2011 article assigned for this unit for possibilities.Gathering information about the participants involved in an evaluation is extremely important. While the study gathered information about age and race, more information could be gathered about cultural background as well. It would also be beneficial to gather more specific information about the different domestic abuse situations that the participants endured. This information could assist in determining if certain aspects of the program are more effective based on experiences or cultural background. This information could be gathered with questionnaires and interviews that the participants would complete. References Bennett, L., Riger, S., Schewe, P., Howard, A., & Wasco, S. (2004). Effectiveness of hotline, advocacy, counseling, and shelter services for victims of domestic violence: A statewide evaluation. Journal of Interpersonal Violence, 18(7), 815-829.Royse, D., Thyer, B. A., Padgett, D. K. (2016). Program evaluation: . an introduction to an evidence-based approach (6th ed.). Boston, MA: Cengage Learning

·         Introduction

Quantitative research methodology uses a deductive reasoning process (Erford, 2015, p. 5). It is based on philosophical assumptions that are very different from those that support qualitative research. Quantitative studies fall under what is broadly described as a positivist perspective. Epistemologically, knowledge is something that is believed to be objective and measurable, and the nature of reality (that is, ontology) is such that there is one fixed, observable, and definable reality. Quantitative approaches to research emphasize the objectivity of the researcher, and because a goal is to uncover the one true reality, values (axiological assumptions) and the subjective nature of experience are not likely to be examined.

Quantitative Research Designs

Quantitative research can be categorized in different ways. Brief descriptions of some designs appear below. The chosen research design is determined by the nature of the inquiry, that is, what the researcher wants to learn by conducting the study. Counseling Research: Quantitative, Qualitative, and Mixed Methods thoroughly describes several major reseach.

Experimental Research

Experimental research, one of the quantitative designs, involves random selection and random assignment of subjects to two or more groups over which the researcher has control. This is what distinguishes experimental studies from the other designs. Experimental studies in counseling are not that common, because many research questions do not lend themselves to random selection and assignment for ethical reasons. Experimental studies compare the effect of one or more independent variables on one or more dependent variables. Independent variables fall into two broad categories. One type of independent variable involves measuring some characteristic inherent in the study’s participants, such as their age, gender, IQ, personality traits, income, or education level. These demographic or blocking variables are not something which the researcher can manipulate, though the researcher can statistically control for them. The treatment or experimental conditions that the researcher sets up is the other type of independent variable, which is unique to experimental designs. The element of control is what permits researchers to conclude that one variable has caused a change in another variable.

Quasi-Experimental Research

Quasi-experimental research designs come in many different forms. Like experimental research, the researcher aims to compare the effect of the independent variable under their control on the dependent variable. However, the researcher does not or cannot randomly assign individual participants to treatment and control groups, so cause-and-effect relationships cannot be as strongly inferred from the results. Pre-existing conditions of one group in comparison to the other may confound the findings. An example might be a study to examine the potential effects of a new curriculum aimed at reducing bullying in a school district. You provide the training to the fourth through sixth grades in one school but not in another, assuming a large school district in which there are two or more middle schools. You could randomly select which school receives the curriculum (treatment group) and which does not (control group), but you cannot assign individuals to either group. With quasi-experimental studies, it is particularly important for the researcher to carefully consider the threats to validity in the interpretation of the results.

Factorial Designs

Quantitative studies which have the large sample sizes required to maintain sufficient statistical power may be used to examine the interactive effects of more than one independent variable. For instance, one might examine whether or not people with different personality types, as measured on the Myers-Briggs Type Indicator, respond differently to different types of counseling treatments, while also examining whether or not men and women respond in the same ways to various treatments. When previous research suggests that there may be differential effects on people due to some demographic factor, then one would need to adopt a factorial design to control for these differential effects. Otherwise, the validity of the study could be limited.

Descriptive Designs

Descriptive studies attempt to improve understanding of a phenomenon, either by describing it in succinct quantitative terms or by describing its underlying factors. The goal is not to establish a cause-and-effect relationship, but to use statistics (such as descriptive statistics, correlation, or multiple regression) or data reduction procedures (such as cluster analysis, factor analysis, and multidimensional scaling) to better understand a phenomenon or relationship. Causation cannot be inferred when descriptive designs are used.

Meta-Analysis

Meta-analysis is a statistical procedure which is also considered a non-experimental design (Erford, 2015, p. 139) for determining the degree to which a number of studies examining the same phenomena are in agreement. It takes the standard literature review to another level where statistics are applied in determining an overall effect size. In essence, meta-analysis combines several studies and analyzes them as though they were one big study.

Reference

Erford, B. T. (2015). Research and evaluation in counseling (2nd ed.). Stamford, CT: Cengage.

Objectives

To successfully complete this learning unit, you will be expected to:

1.    Summarize the methodological structure of quantitative studies.

Assignment

Quantitative Research Articles Summary

• After studying the introduction to this unit and completing the study activities, briefly compare the uses of the research designs employed in the studies. What is each research design used to determine (for example, relationships between variables, differences among groups)? For one of the quantitative studies, summarize how the quantitative studies, summarize how the sampling, data collection, and data analysis procedures worked together to address the hypothesis. The post should be written in your own words, not direct quotes from the article. Incorporate material from the course text in a meaningful way.

  The suggested length for this post is 400–500 words.