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    Follow the documents attached The professor prefers the model from his blog rather than the Hayes model **files (8)** – ## EDCO745Blog.docx – ## HowtoDownloadHayesProcessMacroinSPSS.docx – ## VIDEO.docx – ## RegressionDataOutputandWriteupAssignmentInstructions1.docx – ## HayesModel1.docx – Regressio…

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    Assignment Prompt & Instructions

    Follow the documents attached

    The professor prefers the model from his blog rather than the Hayes model

    **files (8)**

    – ## EDCO745Blog.docx

    – ## HowtoDownloadHayesProcessMacroinSPSS.docx

    – ## VIDEO.docx

    – ## RegressionDataOutputandWriteupAssignmentInstructions1.docx

    – ## HayesModel1.docx

    – RegressionDataOutputAndWrite-UpGradingRubric.pdf
    – RegressionDataOutputandWriteupAssignmentInstructions2.pdf
    – Read-WarnerIIChapter7.pdf

    **## EDCO745Blog.docx**

    You can find my blog
    [https://alexcasteel.com/courses/edco-745/](https://alexcasteel.com/courses/edco-745/) I encourage you to bookmark the address.

    **## HowtoDownloadHayesProcessMacroinSPSS.docx**

    **How to Download Hayes Process Macro in SPSS**

    [https://youtu.be/umVMF_4xTXc?si=vXGY3Kah0dPK7mPm](https://youtu.be/umVMF_4xTXc?si=vXGY3Kah0dPK7mPm)

    **## VIDEO.docx**

    **VIDEO**

    [https://canvas.liberty.edu/courses/919376/pages/watch-regression-analysis-using-process?module_item_id=102075319](https://canvas.liberty.edu/courses/919376/pages/watch-regression-analysis-using-process?module_item_id=102075319)

    **## RegressionDataOutputandWriteupAssignmentInstructions1.docx**

    EDCO 745

    **Regression Data: Output and Write-up Assignment Instructions**

    **Overview**

    Writing a results section is the foundation of the peer-reviewed research journal article. When you write a results section, you are producing the building block to the discovery of new knowledge.

    **Instructions**

    Provide a results section of a multiple regression analysis using Hayes Process Macro written in the current APA format

    • Include all relevant tables and figures

    • Attach your SPSS output to the assignment as well

    • Be sure to include a title page and a reference page

    You will find examples of Hayes Process writeups in a wide range of research articles.

    **\*\* Refer to Model 4 Write-up Document (file in Week 6 folder) for more information on this assignment. Also find writeups of Hayes in the following articles****

    Volk, F., Floyd, C. G., Bohannon, K. E., Cole, S. M., McNichol, K. M., Schott, E. A., Williams, Z. D. R. (2019) The Moderating role of the tendency to blame others in the development of perceived addiction, shame, and depression in pornography users.
    _Sexual Addiction & Compulsivity_,
    _26_(3-4), 239-261.
    [https://doi.org/10.1080/10720162.2019.1670301](https://doi.org/10.1080/10720162.2019.1670301)

    Volk, F., Thomas, J., Sosin, L., Jacob, V., & Moen, C. (2016). Religiosity, developmental context, and sexual shame in pornography users: A Serial mediation model.
    _Sexual Addiction & Compulsivity_,
    _23_(2-3), 244–259.
    [https://doi.org/10.1080/10720162.2016.1151391](https://doi.org/10.1080/10720162.2016.1151391)

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    **Check the professor's blog:**

    [https://alexcasteel.com/courses/edco-745/moderator-analysis-using-process/](https://alexcasteel.com/courses/edco-745/moderator-analysis-using-process/)

    **## HayesModel1.docx**

    **Hayes’ Process Macro**:
    **Model 4**

    Model 4 is commonly referred to as the
    _Simple Mediation Model_.

    ![](https://www.sweetstudy.com/questions/regression-data-output-and-writeup)

    **The goal of a Simple Mediation Model analyses**: to establish the extent to which the predictor variables (X) influences an outcome variable (Y) through one or more mediator variables (Mi).

    If a researcher’s goal is to test
    _how_ X exerts its effect on Y, they may postulate a model in which one or more intervening variables (M) is located between X and Y.

    **Mediators**(Mi): Mediators are conceptualized as the mechanism through which X influences Y.

    In a Simple Mediation Model with only one mediator (M1), 2 paths are added to the existing XY analysis, the a & b paths. [XMY]

    (
    **ai** ) the path from X to M; the relationship between the predictor and the mediator

    (
    **bi** ) the path from M to Y; the relationship between the mediator and the outcome

    (
    **c’** ) the direct effect [X to Y], the relationship between X-Y without mediation.

    Main ideal: in a simple mediation model you are looking at whether variation in X is associated with variation in M, which in turn is associated with variation in Y. Assessing mediators allows for assessment of the mechanisms that contribute to an association.

    A Simple Mediation Model examines how the effect of X on Y is partitioned into
    2 paths: (1) the
    _direct effect_; X-Y (2) the
    _indirect effect_; X-M-Y.

    The mediator = the intervening variable, it answers
    _how_ X influences Y.

    **Main Idea**:
    _Example using Social Media_

    Previous research suggests that excessive social media use (X) may reduce life satisfaction (Y). This has been the focus of a lot of research; however, there are A LOT of explanations for how social media use influences well-being. As such, assessing the relationship between social media use (X) and life satisfaction (Y), without considering the mechanisms that potentially
    _mediate_ this association, adds little to the existing research.

    Mediation analysis can provide added information about the mechanisms that influence this association. For example, a researcher may say that social media leads to social isolation/loneliness. This may lead to the following hypotheses: The relationship between Social Media (X) and Life Satisfaction (Y) may have something to do with Social media’s relationship with Loneliness (M); therefore, it is hypothesized that Loneliness may be a mechanism by which Social Media exerts its influence on Life Satisfaction.

    **Social Media Example**:
    _How_ does social media influence life satisfaction? Possible through its relationship with loneliness.

    ![](https://www.sweetstudy.com/questions/regression-data-output-and-writeup)

    In order to support this hypothesized model, you would want to find that the X is associated with M & that the M is associated with Y; however, the MAIN goal/hypothesis would be to find evidence of a significant
    **Indirect Effect**.

    Whereas the
    _direct effect_ ( c’ ) is the relationship between X-Y,
    _the indirect effect_ is evidence that the mediator (e.g., loneliness) mediates the relationship between X-Y.

    **Example Hypotheses**:

    Hypotheses 1: Social media use will be significantly associated with Loneliness (a path)

    Hypotheses 2: Loneliness will be associated with Life Satisfaction (b path)

    Hypotheses 3: Loneliness (M1) will significantly negatively mediate the indirect effect of social media use (X) on life satisfaction (Y).

    You could have a hypotheses about the direct effect; however, typically the focus is on the indirect pathway.

    The process of assessing a mediation model is related to the
    **Causal Steps**. That is, you want to know the individual paths (a path, b path, c’ path) before you assess the Indirect Effect (the primary focus). You want to piece all the information together to interpret the results.

    1) the effect of X on M

    (?) does variation in X cause variation in M

    2) the effect of M on Y

    (?) does variation in M cause variation in Y

    3) the effect of X on Y through M.

    (?) does variation in X cause variation in Y as a product of the X-M & M-Y variation.

    **_Estimation of the Direct, Indirect, and Total Effects of X._**

    In OLS regression (as used in Hayes Process Macro), an effect tells us about the association between variables. If X has a
    _positive_ direct effect on Y, it tells us that higher levels of X should be associated with higher levels of Y. However, in the Social Media example, the effect of M on Y should be negative; as such, we would expect higher levels of Loneliness to be associated with lower levels of Life Satisfaction.

    The indirect effect is the product of the a & b paths exemplified in the figure above. That is, if the effect of X on M = .05 and the effect of M on Y = 1.3 [ .05 x 1.3] then the indirect effect of X on Y through M = 0.65.

    *Included below is an example of a SPSS output of a Simple Mediation Model, using Hayes’ Process Macro [using social media example].

    What to look at in the output:

    1. (
    _coeff_): the effect, the sign (+ or -)

    2. (
    _LLCI & ULCI_): the confidence interval. This, in combination with the p-value (significance; p >.05) will tell you if the effect is significant or not. First look at the LLCI, then look at the ULCI, if the two numbers do not cross 0 than your effect is significant. For example, if the LLCI = .3143 and the ULCI = .6986 the effect is significant because both are positive and do not cross zero.

    1st: it will go over the Model of M; the effect of X on M (a path)

    ![](https://www.sweetstudy.com/questions/regression-data-output-and-writeup)

    **The Model of M**

    If you look at the Model Summary, you can see the p-value = .077. As the significance level is typically >.05, the model of M is not significant as .077 is greater than .05. More evidence of this can be seen in the stats presented to the right of SocHours (the label for social media) under ‘Model’.

    · The variables under “model” are being assessed for their relationship to the ‘OUTCOME VARIABLE’ presented above [SocHours ULS8].

    · The effect (
    _b_ coeff) = .040; however, the LLCI = -.004 and the ULCI = .083. As such, the effect is not significant as the CI’s include zero.

    · Therefore, the a-path was not supported.

    2nd: the Model of Y; the effect of X on Y (C’ path) & the effect of M on Y (b path).

    ![](https://www.sweetstudy.com/questions/regression-data-output-and-writeup)

    If you look under Model Summary, the Model of Y is significant at the p = .05 level (p < .05), evidence for this appears below.

    If you look at the stat statements for Social Media [the effect of X on Y], b = -.012 (the effect); however, the LLCI & ULCI includes zero, so the direct effect of Social media (X) on Life Satisfaction (Y) is not significant.

    In contrast, if you look at the effect of the mediator, Loneliness (ULS8), it has a significant negative effect [b = -1.501, LLCI = -1.845, ULCI = -1.157]. As the confidence intervals do not include zero and both are negative, we can conclude that the mediator (Loneliness) has a significant negative effect on Life satisfaction (Y). Therefore, evidence has been found for the b-path.

    3rd: the Indirect Effects [mediation].

    ![](https://www.sweetstudy.com/questions/regression-data-output-and-writeup)

    The indirect effect of X on Y through M:
    _Is X’s effect on Y transmitted through M?_[
    _The XMY causal chain_]
    _._

    Under ‘Direct effect of X on Y’ we see again that the direct effect (c’ path) of Social Media (X) on Life Satisfaction (Y) was not significant.

    Under ‘Indirect effect of X on Y’ we see that the indirect effect of Social Media (X) on Life Satisfaction (Y) through Loneliness was significant [
    _b_ =-.059, LLCI = -.047, ULCI = -.003.


    As such, X does not affect Y
    _directly_; however, X affects Y
    _indirectly_ through M. This supports the idea the loneliness may be the mechanism by which X transmits a significant effect on Y.


    *Below is a statistical figure of the social media model and a statistical write up of these results.

    Model Results: dotted lines = non-significant; full lines represent significant effect

    ![](https://www.sweetstudy.com/questions/regression-data-output-and-writeup)

    **Results write-up:**

    **Individual pathways**.


    A model was proposed in which loneliness would mediate the relationship between social media use and life satisfaction. Hayes’ Process Macro (2018) produced regression coefficients, p values, and confidence intervals for each of the regressions included in the simple mediation model. In contrast to what was hypothesized (hypothesis 1), social media use was not found to have a significant effect on loneliness (
    _b_ = .040, SE = .022, CI = [-.004 to .083]); however, consistent with what was hypothesized (hypothesis 2), Loneliness was found to transmit a significant negative effect on life satisfaction (
    _b_ = -1.501, SE = .175, CI = [-1.845 to -1.157]).


    In terms of the direct effect, findings indicated that social media did not have a significant direct effect on life satisfaction (
    _b_ = -.012, SE = .076, CI = [-.161 to .137]); as such, findings suggest that social media, on its own, does not influence life satisfaction.


    **Mediation**.


    Lastly, findings provided support for hypothesis 3, that social media use would have a significant negative indirect effect on life satisfaction through loneliness
    (
    _b_ = -.059, SE = .106, CI = [-.047 to -.003]); that is, findings suggest that loneliness significantly mediates the association. Though both the initial direct relationship between social media use and life satisfaction and the effect of social media on loneliness were both found to not be significant, findings provided support for the full indirect effect of the mediation model. As such, results provide support that the effect of social media on life satisfaction may be partially explained by the mediating influence of loneliness.


    ## image6.emf

    ## image1.emf

    ## image2.emf

    ## image3.png

    ## image4.png

    ## image5.png

    **RegressionDataOutputAndWrite-UpGradingRubric.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/regressiondataoutputandwrite-upgradingrubric-pdf)

    **RegressionDataOutputandWriteupAssignmentInstructions2.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/regressiondataoutputandwriteupassignmentinstructions2-pdf)

    **Read-WarnerIIChapter7.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/read-warneriichapter7-pdf-10540321)

    **Read-WarnerIIChapter7.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/read-warneriichapter7-pdf-10540321)

    **## EDCO745Blog.docx**

    You can find my blog
    [https://alexcasteel.com/courses/edco-745/](https://alexcasteel.com/courses/edco-745/) I encourage you to bookmark the address.


    **## HowtoDownloadHayesProcessMacroinSPSS.docx**

    **How to Download Hayes Process Macro in SPSS**

    [https://youtu.be/umVMF_4xTXc?si=vXGY3Kah0dPK7mPm](https://youtu.be/umVMF_4xTXc?si=vXGY3Kah0dPK7mPm)

    **## VIDEO.docx**

    **VIDEO**

    [https://canvas.liberty.edu/courses/919376/pages/watch-regression-analysis-using-process?module_item_id=102075319](https://canvas.liberty.edu/courses/919376/pages/watch-regression-analysis-using-process?module_item_id=102075319)

    **## RegressionDataOutputandWriteupAssignmentInstructions1.docx**

    EDCO 745

    **Regression Data: Output and Write-up Assignment Instructions**

    **Overview**

    Writing a results section is the foundation of the peer-reviewed research journal article. When you write a results section, you are producing the building block to the discovery of new knowledge.

    **Instructions**

    Provide a results section of a multiple regression analysis using Hayes Process Macro written in the current APA format

    • Include all relevant tables and figures

    • Attach your SPSS output to the assignment as well

    • Be sure to include a title page and a reference page

    You will find examples of Hayes Process writeups in a wide range of research articles.

    **\*\* Refer to Model 4 Write-up Document (file in Week 6 folder) for more information on this assignment. Also find writeups of Hayes in the following articles****

    Volk, F., Floyd, C. G., Bohannon, K. E., Cole, S. M., McNichol, K. M., Schott, E. A., Williams, Z. D. R. (2019) The Moderating role of the tendency to blame others in the development of perceived addiction, shame, and depression in pornography users.
    _Sexual Addiction & Compulsivity_,
    _26_(3-4), 239-261.
    [https://doi.org/10.1080/10720162.2019.1670301](https://doi.org/10.1080/10720162.2019.1670301)

    Volk, F., Thomas, J., Sosin, L., Jacob, V., & Moen, C. (2016). Religiosity, developmental context, and sexual shame in pornography users: A Serial mediation model.
    _Sexual Addiction & Compulsivity_,
    _23_(2-3), 244–259.
    [https://doi.org/10.1080/10720162.2016.1151391](https://doi.org/10.1080/10720162.2016.1151391)

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    **Check the professor's blog:**

    [https://alexcasteel.com/courses/edco-745/moderator-analysis-using-process/](https://alexcasteel.com/courses/edco-745/moderator-analysis-using-process/)

    **## HayesModel1.docx**

    **Hayes’ Process Macro**:
    **Model 4**

    Model 4 is commonly referred to as the
    _Simple Mediation Model_.


    ![](https://www.sweetstudy.com/questions/regression-data-output-and-writeup)

    **The goal of a Simple Mediation Model analyses**: to establish the extent to which the predictor variables (X) influences an outcome variable (Y) through one or more mediator variables (Mi).


    If a researcher’s goal is to test
    _how_ X exerts its effect on Y, they may postulate a model in which one or more intervening variables (M) is located between X and Y.


    **Mediators**(Mi): Mediators are conceptualized as the mechanism through which X influences Y.


    In a Simple Mediation Model with only one mediator (M1), 2 paths are added to the existing XY analysis, the a & b paths. [XMY]

    (
    **ai** ) the path from X to M; the relationship between the predictor and the mediator


    (
    **bi** ) the path from M to Y; the relationship between the mediator and the outcome


    (
    **c’** ) the direct effect [X to Y], the relationship between X-Y without mediation.


    Main ideal: in a simple mediation model you are looking at whether variation in X is associated with variation in M, which in turn is associated with variation in Y. Assessing mediators allows for assessment of the mechanisms that contribute to an association.

    A Simple Mediation Model examines how the effect of X on Y is partitioned into
    2 paths: (1) the
    _direct effect_; X-Y (2) the
    _indirect effect_; X-M-Y.


    The mediator = the intervening variable, it answers
    _how_ X influences Y.


    **Main Idea**:
    _Example using Social Media_

    Previous research suggests that excessive social media use (X) may reduce life satisfaction (Y). This has been the focus of a lot of research; however, there are A LOT of explanations for how social media use influences well-being. As such, assessing the relationship between social media use (X) and life satisfaction (Y), without considering the mechanisms that potentially
    _mediate_ this association, adds little to the existing research.


    Mediation analysis can provide added information about the mechanisms that influence this association. For example, a researcher may say that social media leads to social isolation/loneliness. This may lead to the following hypotheses: The relationship between Social Media (X) and Life Satisfaction (Y) may have something to do with Social media’s relationship with Loneliness (M); therefore, it is hypothesized that Loneliness may be a mechanism by which Social Media exerts its influence on Life Satisfaction.

    **Social Media Example**:
    _How_ does social media influence life satisfaction? Possible through its relationship with loneliness.


    ![](https://www.sweetstudy.com/questions/regression-data-output-and-writeup)

    In order to support this hypothesized model, you would want to find that the X is associated with M & that the M is associated with Y; however, the MAIN goal/hypothesis would be to find evidence of a significant
    **Indirect Effect**.


    Whereas the
    _direct effect_ ( c’ ) is the relationship between X-Y,
    _the indirect effect_ is evidence that the mediator (e.g., loneliness) mediates the relationship between X-Y.


    **Example Hypotheses**:


    Hypotheses 1: Social media use will be significantly associated with Loneliness (a path)

    Hypotheses 2: Loneliness will be associated with Life Satisfaction (b path)

    Hypotheses 3: Loneliness (M1) will significantly negatively mediate the indirect effect of social media use (X) on life satisfaction (Y).

    You could have a hypotheses about the direct effect; however, typically the focus is on the indirect pathway.

    The process of assessing a mediation model is related to the
    **Causal Steps**. That is, you want to know the individual paths (a path, b path, c’ path) before you assess the Indirect Effect (the primary focus). You want to piece all the information together to interpret the results.


    1) the effect of X on M

    (?) does variation in X cause variation in M

    2) the effect of M on Y

    (?) does variation in M cause variation in Y

    3) the effect of X on Y through M.

    (?) does variation in X cause variation in Y as a product of the X-M & M-Y variation.

    **_Estimation of the Direct, Indirect, and Total Effects of X._**

    In OLS regression (as used in Hayes Process Macro), an effect tells us about the association between variables. If X has a
    _positive_ direct effect on Y, it tells us that higher levels of X should be associated with higher levels of Y. However, in the Social Media example, the effect of M on Y should be negative; as such, we would expect higher levels of Loneliness to be associated with lower levels of Life Satisfaction.


    The indirect effect is the product of the a & b paths exemplified in the figure above. That is, if the effect of X on M = .05 and the effect of M on Y = 1.3 [ .05 x 1.3] then the indirect effect of X on Y through M = 0.65.

    *Included below is an example of a SPSS output of a Simple Mediation Model, using Hayes’ Process Macro [using social media example].

    What to look at in the output:

    1. (
    _coeff_): the effect, the sign (+ or -)


    2. (
    _LLCI & ULCI_): the confidence interval. This, in combination with the p-value (significance; p >.05) will tell you if the effect is significant or not. First look at the LLCI, then look at the ULCI, if the two numbers do not cross 0 than your effect is significant. For example, if the LLCI = .3143 and the ULCI = .6986 the effect is significant because both are positive and do not cross zero.


    1st: it will go over the Model of M; the effect of X on M (a path)

    ![](https://www.sweetstudy.com/questions/regression-data-output-and-writeup)

    **The Model of M**

    If you look at the Model Summary, you can see the p-value = .077. As the significance level is typically >.05, the model of M is not significant as .077 is greater than .05. More evidence of this can be seen in the stats presented to the right of SocHours (the label for social media) under ‘Model’.

    · The variables under “model” are being assessed for their relationship to the ‘OUTCOME VARIABLE’ presented above [SocHours ULS8].

    · The effect (
    _b_ coeff) = .040; however, the LLCI = -.004 and the ULCI = .083. As such, the effect is not significant as the CI’s include zero.


    · Therefore, the a-path was not supported.

    2nd: the Model of Y; the effect of X on Y (C’ path) & the effect of M on Y (b path).

    ![](https://www.sweetstudy.com/questions/regression-data-output-and-writeup)

    If you look under Model Summary, the Model of Y is significant at the p = .05 level (p < .05), evidence for this appears below.

    If you look at the stat statements for Social Media [the effect of X on Y], b = -.012 (the effect); however, the LLCI & ULCI includes zero, so the direct effect of Social media (X) on Life Satisfaction (Y) is not significant.

    In contrast, if you look at the effect of the mediator, Loneliness (ULS8), it has a significant negative effect [b = -1.501, LLCI = -1.845, ULCI = -1.157]. As the confidence intervals do not include zero and both are negative, we can conclude that the mediator (Loneliness) has a significant negative effect on Life satisfaction (Y). Therefore, evidence has been found for the b-path.

    3rd: the Indirect Effects [mediation].

    ![](https://www.sweetstudy.com/questions/regression-data-output-and-writeup)

    The indirect effect of X on Y through M:
    _Is X’s effect on Y transmitted through M?_[
    _The XMY causal chain_]
    _._

    Under ‘Direct effect of X on Y’ we see again that the direct effect (c’ path) of Social Media (X) on Life Satisfaction (Y) was not significant.

    Under ‘Indirect effect of X on Y’ we see that the indirect effect of Social Media (X) on Life Satisfaction (Y) through Loneliness was significant [
    _b_ =-.059, LLCI = -.047, ULCI = -.003.


    As such, X does not affect Y
    _directly_; however, X affects Y
    _indirectly_ through M. This supports the idea the loneliness may be the mechanism by which X transmits a significant effect on Y.


    *Below is a statistical figure of the social media model and a statistical write up of these results.

    Model Results: dotted lines = non-significant; full lines represent significant effect

    ![](https://www.sweetstudy.com/questions/regression-data-output-and-writeup)

    **Results write-up:**

    **Individual pathways**.


    A model was proposed in which loneliness would mediate the relationship between social media use and life satisfaction. Hayes’ Process Macro (2018) produced regression coefficients, p values, and confidence intervals for each of the regressions included in the simple mediation model. In contrast to what was hypothesized (hypothesis 1), social media use was not found to have a significant effect on loneliness (
    _b_ = .040, SE = .022, CI = [-.004 to .083]); however, consistent with what was hypothesized (hypothesis 2), Loneliness was found to transmit a significant negative effect on life satisfaction (
    _b_ = -1.501, SE = .175, CI = [-1.845 to -1.157]).


    In terms of the direct effect, findings indicated that social media did not have a significant direct effect on life satisfaction (
    _b_ = -.012, SE = .076, CI = [-.161 to .137]); as such, findings suggest that social media, on its own, does not influence life satisfaction.


    **Mediation**.


    Lastly, findings provided support for hypothesis 3, that social media use would have a significant negative indirect effect on life satisfaction through loneliness
    (
    _b_ = -.059, SE = .106, CI = [-.047 to -.003]); that is, findings suggest that loneliness significantly mediates the association. Though both the initial direct relationship between social media use and life satisfaction and the effect of social media on loneliness were both found to not be significant, findings provided support for the full indirect effect of the mediation model. As such, results provide support that the effect of social media on life satisfaction may be partially explained by the mediating influence of loneliness.


    ## image6.emf

    ## image1.emf

    ## image2.emf

    ## image3.png

    ## image4.png

    ## image5.png

    **RegressionDataOutputAndWrite-UpGradingRubric.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/regressiondataoutputandwrite-upgradingrubric-pdf)

    **RegressionDataOutputandWriteupAssignmentInstructions2.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/regressiondataoutputandwriteupassignmentinstructions2-pdf)

    **Read-WarnerIIChapter7.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/read-warneriichapter7-pdf-10540321)

    **## EDCO745Blog.docx**

    You can find my blog
    [https://alexcasteel.com/courses/edco-745/](https://alexcasteel.com/courses/edco-745/) I encourage you to bookmark the address.


    **## HowtoDownloadHayesProcessMacroinSPSS.docx**

    **How to Download Hayes Process Macro in SPSS**

    [https://youtu.be/umVMF_4xTXc?si=vXGY3Kah0dPK7mPm](https://youtu.be/umVMF_4xTXc?si=vXGY3Kah0dPK7mPm)

    **## VIDEO.docx**

    **VIDEO**

    [https://canvas.liberty.edu/courses/919376/pages/watch-regression-analysis-using-process?module_item_id=102075319](https://canvas.liberty.edu/courses/919376/pages/watch-regression-analysis-using-process?module_item_id=102075319)

    **## RegressionDataOutputandWriteupAssignmentInstructions1.docx**

    EDCO 745

    **Regression Data: Output and Write-up Assignment Instructions**

    **Overview**

    Writing a results section is the foundation of the peer-reviewed research journal article. When you write a results section, you are producing the building block to the discovery of new knowledge.

    **Instructions**

    Provide a results section of a multiple regression analysis using Hayes Process Macro written in the current APA format

    • Include all relevant tables and figures

    • Attach your SPSS output to the assignment as well

    • Be sure to include a title page and a reference page

    You will find examples of Hayes Process writeups in a wide range of research articles.

    **\*\* Refer to Model 4 Write-up Document (file in Week 6 folder) for more information on this assignment. Also find writeups of Hayes in the following articles****

    Volk, F., Floyd, C. G., Bohannon, K. E., Cole, S. M., McNichol, K. M., Schott, E. A., Williams, Z. D. R. (2019) The Moderating role of the tendency to blame others in the development of perceived addiction, shame, and depression in pornography users.
    _Sexual Addiction & Compulsivity_,
    _26_(3-4), 239-261.
    [https://doi.org/10.1080/10720162.2019.1670301](https://doi.org/10.1080/10720162.2019.1670301)

    Volk, F., Thomas, J., Sosin, L., Jacob, V., & Moen, C. (2016). Religiosity, developmental context, and sexual shame in pornography users: A Serial mediation model.
    _Sexual Addiction & Compulsivity_,
    _23_(2-3), 244–259.
    [https://doi.org/10.1080/10720162.2016.1151391](https://doi.org/10.1080/10720162.2016.1151391)

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    **Check the professor's blog:**

    [https://alexcasteel.com/courses/edco-745/moderator-analysis-using-process/](https://alexcasteel.com/courses/edco-745/moderator-analysis-using-process/)

    **## HayesModel1.docx**

    **Hayes’ Process Macro**:
    **Model 4**

    Model 4 is commonly referred to as the
    _Simple Mediation Model_.


    ![](https://www.sweetstudy.com/questions/regression-data-output-and-writeup)

    **The goal of a Simple Mediation Model analyses**: to establish the extent to which the predictor variables (X) influences an outcome variable (Y) through one or more mediator variables (Mi).


    If a researcher’s goal is to test
    _how_ X exerts its effect on Y, they may postulate a model in which one or more intervening variables (M) is located between X and Y.


    **Mediators**(Mi): Mediators are conceptualized as the mechanism through which X influences Y.


    In a Simple Mediation Model with only one mediator (M1), 2 paths are added to the existing XY analysis, the a & b paths. [XMY]

    (
    **ai** ) the path from X to M; the relationship between the predictor and the mediator


    (
    **bi** ) the path from M to Y; the relationship between the mediator and the outcome


    (
    **c’** ) the direct effect [X to Y], the relationship between X-Y without mediation.


    Main ideal: in a simple mediation model you are looking at whether variation in X is associated with variation in M, which in turn is associated with variation in Y. Assessing mediators allows for assessment of the mechanisms that contribute to an association.

    A Simple Mediation Model examines how the effect of X on Y is partitioned into
    2 paths: (1) the
    _direct effect_; X-Y (2) the
    _indirect effect_; X-M-Y.


    The mediator = the intervening variable, it answers
    _how_ X influences Y.


    **Main Idea**:
    _Example using Social Media_

    Previous research suggests that excessive social media use (X) may reduce life satisfaction (Y). This has been the focus of a lot of research; however, there are A LOT of explanations for how social media use influences well-being. As such, assessing the relationship between social media use (X) and life satisfaction (Y), without considering the mechanisms that potentially
    _mediate_ this association, adds little to the existing research.


    Mediation analysis can provide added information about the mechanisms that influence this association. For example, a researcher may say that social media leads to social isolation/loneliness. This may lead to the following hypotheses: The relationship between Social Media (X) and Life Satisfaction (Y) may have something to do with Social media’s relationship with Loneliness (M); therefore, it is hypothesized that Loneliness may be a mechanism by which Social Media exerts its influence on Life Satisfaction.

    **Social Media Example**:
    _How_ does social media influence life satisfaction? Possible through its relationship with loneliness.


    ![](https://www.sweetstudy.com/questions/regression-data-output-and-writeup)

    In order to support this hypothesized model, you would want to find that the X is associated with M & that the M is associated with Y; however, the MAIN goal/hypothesis would be to find evidence of a significant
    **Indirect Effect**.


    Whereas the
    _direct effect_ ( c’ ) is the relationship between X-Y,
    _the indirect effect_ is evidence that the mediator (e.g., loneliness) mediates the relationship between X-Y.


    **Example Hypotheses**:


    Hypotheses 1: Social media use will be significantly associated with Loneliness (a path)

    Hypotheses 2: Loneliness will be associated with Life Satisfaction (b path)

    Hypotheses 3: Loneliness (M1) will significantly negatively mediate the indirect effect of social media use (X) on life satisfaction (Y).

    You could have a hypotheses about the direct effect; however, typically the focus is on the indirect pathway.

    The process of assessing a mediation model is related to the
    **Causal Steps**. That is, you want to know the individual paths (a path, b path, c’ path) before you assess the Indirect Effect (the primary focus). You want to piece all the information together to interpret the results.


    1) the effect of X on M

    (?) does variation in X cause variation in M

    2) the effect of M on Y

    (?) does variation in M cause variation in Y

    3) the effect of X on Y through M.

    (?) does variation in X cause variation in Y as a product of the X-M & M-Y variation.

    **_Estimation of the Direct, Indirect, and Total Effects of X._**

    In OLS regression (as used in Hayes Process Macro), an effect tells us about the association between variables. If X has a
    _positive_ direct effect on Y, it tells us that higher levels of X should be associated with higher levels of Y. However, in the Social Media example, the effect of M on Y should be negative; as such, we would expect higher levels of Loneliness to be associated with lower levels of Life Satisfaction.


    The indirect effect is the product of the a & b paths exemplified in the figure above. That is, if the effect of X on M = .05 and the effect of M on Y = 1.3 [ .05 x 1.3] then the indirect effect of X on Y through M = 0.65.

    *Included below is an example of a SPSS output of a Simple Mediation Model, using Hayes’ Process Macro [using social media example].

    What to look at in the output:

    1. (
    _coeff_): the effect, the sign (+ or -)


    2. (
    _LLCI & ULCI_): the confidence interval. This, in combination with the p-value (significance; p >.05) will tell you if the effect is significant or not. First look at the LLCI, then look at the ULCI, if the two numbers do not cross 0 than your effect is significant. For example, if the LLCI = .3143 and the ULCI = .6986 the effect is significant because both are positive and do not cross zero.


    1st: it will go over the Model of M; the effect of X on M (a path)

    ![](https://www.sweetstudy.com/questions/regression-data-output-and-writeup)

    **The Model of M**

    If you look at the Model Summary, you can see the p-value = .077. As the significance level is typically >.05, the model of M is not significant as .077 is greater than .05. More evidence of this can be seen in the stats presented to the right of SocHours (the label for social media) under ‘Model’.

    · The variables under “model” are being assessed for their relationship to the ‘OUTCOME VARIABLE’ presented above [SocHours ULS8].

    · The effect (
    _b_ coeff) = .040; however, the LLCI = -.004 and the ULCI = .083. As such, the effect is not significant as the CI’s include zero.


    · Therefore, the a-path was not supported.

    2nd: the Model of Y; the effect of X on Y (C’ path) & the effect of M on Y (b path).

    ![](https://www.sweetstudy.com/questions/regression-data-output-and-writeup)

    If you look under Model Summary, the Model of Y is significant at the p = .05 level (p < .05), evidence for this appears below.

    If you look at the stat statements for Social Media [the effect of X on Y], b = -.012 (the effect); however, the LLCI & ULCI includes zero, so the direct effect of Social media (X) on Life Satisfaction (Y) is not significant.

    In contrast, if you look at the effect of the mediator, Loneliness (ULS8), it has a significant negative effect [b = -1.501, LLCI = -1.845, ULCI = -1.157]. As the confidence intervals do not include zero and both are negative, we can conclude that the mediator (Loneliness) has a significant negative effect on Life satisfaction (Y). Therefore, evidence has been found for the b-path.

    3rd: the Indirect Effects [mediation].

    ![](https://www.sweetstudy.com/questions/regression-data-output-and-writeup)

    The indirect effect of X on Y through M:
    _Is X’s effect on Y transmitted through M?_[
    _The XMY causal chain_]
    _._

    Under ‘Direct effect of X on Y’ we see again that the direct effect (c’ path) of Social Media (X) on Life Satisfaction (Y) was not significant.

    Under ‘Indirect effect of X on Y’ we see that the indirect effect of Social Media (X) on Life Satisfaction (Y) through Loneliness was significant [
    _b_ =-.059, LLCI = -.047, ULCI = -.003.


    As such, X does not affect Y
    _directly_; however, X affects Y
    _indirectly_ through M. This supports the idea the loneliness may be the mechanism by which X transmits a significant effect on Y.


    *Below is a statistical figure of the social media model and a statistical write up of these results.

    Model Results: dotted lines = non-significant; full lines represent significant effect

    ![](https://www.sweetstudy.com/questions/regression-data-output-and-writeup)

    **Results write-up:**

    **Individual pathways**.


    A model was proposed in which loneliness would mediate the relationship between social media use and life satisfaction. Hayes’ Process Macro (2018) produced regression coefficients, p values, and confidence intervals for each of the regressions included in the simple mediation model. In contrast to what was hypothesized (hypothesis 1), social media use was not found to have a significant effect on loneliness (
    _b_ = .040, SE = .022, CI = [-.004 to .083]); however, consistent with what was hypothesized (hypothesis 2), Loneliness was found to transmit a significant negative effect on life satisfaction (
    _b_ = -1.501, SE = .175, CI = [-1.845 to -1.157]).


    In terms of the direct effect, findings indicated that social media did not have a significant direct effect on life satisfaction (
    _b_ = -.012, SE = .076, CI = [-.161 to .137]); as such, findings suggest that social media, on its own, does not influence life satisfaction.


    **Mediation**.


    Lastly, findings provided support for hypothesis 3, that social media use would have a significant negative indirect effect on life satisfaction through loneliness
    (
    _b_ = -.059, SE = .106, CI = [-.047 to -.003]); that is, findings suggest that loneliness significantly mediates the association. Though both the initial direct relationship between social media use and life satisfaction and the effect of social media on loneliness were both found to not be significant, findings provided support for the full indirect effect of the mediation model. As such, results provide support that the effect of social media on life satisfaction may be partially explained by the mediating influence of loneliness.


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    **RegressionDataOutputAndWrite-UpGradingRubric.pdf**

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  • [Solved] Poster Draft

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    **files (11)**

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    – ## PosterDraftAssignmentInstructions.docx

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    **## VIDEO.docx**

    **VIDEO**

    [https://canvas.liberty.edu/courses/919376/pages/watch-regression-analysis-using-process?module_item_id=102075319](https://canvas.liberty.edu/courses/919376/pages/watch-regression-analysis-using-process?module_item_id=102075319)

    **## EDCO745Blog.docx**

    You can find my blog
    [https://alexcasteel.com/courses/edco-745/](https://alexcasteel.com/courses/edco-745/) I encourage you to bookmark the address.

    **## HowtoDownloadHayesProcessMacroinSPSS.docx**

    **How to Download Hayes Process Macro in SPSS**

    [https://youtu.be/umVMF_4xTXc?si=vXGY3Kah0dPK7mPm](https://youtu.be/umVMF_4xTXc?si=vXGY3Kah0dPK7mPm)

    **## PosterDraftAssignmentInstructions.docx**

    EDCO 745

    **Poster: Draft Assignment Instructions**

    **Overview**

    Scholarly dissemination is essential for any doctoral level student. Posters are often a way to ease into scholarly communication. Building a poster is one of the ways scholars participate in the dissemination of knowledge.

    **Instructions**

    1. Your poster submission must have a central focus, as developed from the topic selected in Module 2, and that focus must be evident throughout the poster. Specifically, your introduction, analysis, and results must be focused on a set of research questions and/or hypotheses that are obvious in your theoretical diagram.

    2. The focus must comprehensively place the problem/question in appropriate scholarly context (scholarly literature, theory, model, or genre).

    3. All elements of method/techniques must be articulated in some way (i.e., graph or bullets).

    4. Interpretation is explicitly linked to a theoretical framework or scholarly model.

    5. Implications, consequences, and/or questions raised by the project must be thoroughly explored.

    6. Limitations must be fully articulated.

    7. Presentation of the material must be professional and compelling.

    See Research Poster Examples for examples.

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    **## PosterExample1.pptx**

    Engaging Introduction goes here

    Present the background of the problem much like you did in Topic 4, Literature Review, Synthesis.

    Present the need for further research much like you did in Topic 4, Literature Review, Conclusion.

    Keep the presentation relatively concise, so that it fits within the allotted space.

    Concise and Informative Title

    Names of Contributors

    Research Question & Hypotheses

    Explain results here.

    Describe the outcome of the tests. As with all scholarly writing, one begins with a narrative description of the results, then one presents the figures and/or tables that support the results. The write up for the results often tend to be very brief, as one is only presenting the outcome of the statistical test—the interpretation comes later in the Discussion section. If you are using the Week 7 assignment, you may copy and paste directly from it into this section.

    The sample section describes the participants of the study from whom data were collected. Descriptions of the sample include how many total participants were in the study and listing of the relevant characteristics. For example, if the sample was 1,300 of which 704 were male and 596 were female, then one would describe the sample size and present a frequency table of the genders. One may use a bar chart to visually present the information; however, keep in mind the frequency values (the numbers for each category) must still be presented.

    Talk about independent variables here.

    Identify the variable (independent, predictor, antecedent, X) by name, identify the instrument used to measure the variable, and identify the variable level of measurement. For example,

    In any research presentation, one must present the variables that are being examined. One must identify the variables, describe how the variables were measured, and describe the level of measurement for each variable. Identify the role of each variable in the study. A simple format for this was described in Week 2: Quiz: Pick Topic Assignment. If using the analysis from the
    [Week 7 Regression Data Output and Write-up assignment](http://alexcasteel.com/courses/edco-745/moderation_results/), you should be able to copy and paste directly from the previous work.

    For more information on variables, see Warner Chapter 1, p. 19

    Measures

    Provide the references used for this poster. This includes references used in the Introduction, as well as any references to tools used in the statistics (e.g., Hayes, 2018). Be sure correct APA (7th ed.) formatting is used.

    RQ: To what extent, if any, does gender moderate the predictive effect between Stress (X) and Depression (Y)?

    H0: Gender does not significantly moderate the predictive effect between Stress (X) and Depression (Y).

    H1: Gender significantly moderates the predictive effect between Stress (X) and Depression (Y).

    Sample

    Introduction

    Results

    References

    Procedure

    Describe your procedure or method here.

    Present an overview of the important steps one completes to prepare the data and test the hypothesis. Although the course spends time on ensuring the data are prepared and appropriate for hypothesis, such data preparation is not the main part of an analysis. As such, it is adequate to describe that data were retrieved and tests of assumptions were completed. The reader will expect that tests of assumptions met the assumptions unless you describe otherwise. For example, if there was a minor deviation of normality, then one would describe it and address how that deviation was handled. Otherwise, the adage of no news is good news is applicable. DO NOT PRESENT ANY DATA SCREENING FIGURES OR TABLES AS PART OF THE POSTER ASSIGNMENT.

    With the data prepared, one should then describe how the data were used to test the hypothesis. The writeup for this section may be copied directly from the writeup for the
    [Week 7 Regression Data Output and Write-up assignment](http://alexcasteel.com/courses/edco-745/moderation_results/) with some minor editing.

    Describe the statistical test you will complete. If using a moderation or mediation analysis, include a figure of the model being used.

    Figure 1

    Simple moderation model

    Discuss the study and its findings here.

    Limitations

    What were your study’s limitations?

    Future Research

    What would you recommend future researchers do in light of your research findings?

    Discussion

    Leave yourself notes if you would like. (also, present this at research week!)

    1

    ## image1.png

    ## image2.tiff

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    **## PosterExample2.pptx**

    Shame is a complex emotion manifested in negative evaluations of oneself while also provoking acute, physiological changes in the body that can jeopardize one’s health (López-Castro et al., 2019). Because of its impact on people’s lives, there has been growing interest in the scholarly and psychological research about different conceptualizations of shame and various aspects of psychosocial functioning and well-being (Velotti et al., 2017). The conceptualization of shame occurred alongside efforts to understand its causes, associations, predictors, and relationships.

    Most researchers treat shame as distinguishable, with an understanding that shame is a unique phenomenon that can lead to predictable human behaviors and behavioral outcomes (Shen, 2018). Shame, as experienced by different genders, has been a subject of interest, but there have been mixed findings about the possible relationship between variables.

    Gender as a Possible Moderator

    of the Predictive Effect Between Anger and Shame

    Shannon Goodwin

    Research Question and Hypotheses

    The Experiential Shame Scale (ESS) has been validated among diverse populations. The 25 items (written in a 4-point Likert-type scale format) are answered through the self-reported perceptions of respondents. There are four areas of characterological shame (personal habits, manners, self-appraisal, and abilities). There are three areas of behavioral shame (doing or saying something wrong or stupid and competitive failures). Bodily shame pertains to feeling ashamed of one’s body or any of one’s body parts. The questions also encompass experiential, cognitive, and behavioral domains (Vizin et al., 2016).

    PROMIS-ANGER is a 5-point Likert, with item ratings summed for a total score for the five-item scale ranging from 5 to 25. Higher scores are associated with higher levels of anger severity (Kaman et al., 2022).

    There were 1304 people who provided answers to the question of gender. Fifty-four percent of the respondents selected male (n = 704) and 45.7% selected female (n = 596). Four respondents chose the other category.

    Gender is a categorical variable that involves a nominal level of measurement.

    Sexual activity is a categorical variable that involves an ordinal level of measurement.

    Shame is a continuous variable that involves an interval level of measurement, as assessed by the Experience of Shame Scale (ESS) (Andrews et al., 2002).

    Anger is a continuous variable that involves an interval level of measurement, as assessed by the PROMISANG (an Anger Scale) (Shepherd & Evans, 2020).

    Variables

    Shame is a dependent variable measured by ESS with a continuous, interval level of measurement.

    Gender is an independent, dichotomous variable.

    Gender contains two separate and distinct group where membership data in one group (i.e., females) cannot contribute to membership data in the other group (i.e., males).

    A boxplot was generated for the dependent variable ESS for both groups of independent variable and there were no significant outliers for males or females.

    Normality is observed with histograms of ESS distribution for males and females.

    Levene’s test for ESS was not statistically significant, F(1,1298) = .40, p = .53, indicates homogeneity of variances.

    Boxplot

    Research problem: It is not known to what extent, if any, the relationship between anger and shame is moderated by gender.

    RQ1: To what extent, if any, does gender moderate the predictive relationship between anger and shame?

    Ho1: Gender does not significantly moderate the predictive relationship between anger and shame.

    Ha1: Gender significantly moderates the predictive relationship between anger and shame.

    Sample

    Introduction

    Instruments

    References

    Data Assumptions

    Because the results of the simple moderator analysis revealed that gender does not significantly moderate the predictive effect between Anger (X) and Shame (X), there is a justification for failing to reject the null hypothesis. While the results show a significant predictive effect between the variables (Anger and Shame), the extent of such an effect is not moderated by a person’s gender. Limitations to these findings include a secondary dataset that was impossible to further assess and that did not allow one to draw conclusions about the context, possible geographical influences, and other demographic factors that might have informed conclusions about the results of the study. Future research could include consideration of the other demographic variables, as well as the relationships of shame to particular phenomenon suspected to somehow relate to the construct.

    What is also known is that shame, as experienced by different genders, has been a subject of interest, but there have been mixed findings about the possible relationship between variables. According to Dolezal and Lyons (2017), when individuals are stigmatized or marginalized for reasons out of their control (such as race or gender), shame may become a chronic experience because of persistent threats and feelings of social devaluation. This study did not account for the possible influence of stigmatization, marginalization, the persistence of threats, or other social experiences that might be more or less gender or demographically influenced or otherwise related to anger and shame. Additional research could follow these interests.

    Given the historical discrimination of women as a social group, it may be possible that women experience shame at greater intensity, frequency, and/or duration than men. This study did not account for intensity, frequency, or duration, which could also be the subjects in future studies.

    Discussion

    Model

    Gender (W)

    Anger (X) PROMIS-ANG

    Shame

    (Y) ESS

    Data screening and assumption tests were conducted to examine whether the variables, Shame (interval level of measurement) and Gender (categorical), as provided in the EDCO-745 course dataset, agree with the null hypothesis, which states there is no significant difference in Shame between the male and female gender.

    In additions, a simple moderator analysis was performed using Hayes’ (2018) Model 1 using three variables, gender, anxiety, and shame. All data were derived from the EDCO 745 course dataset and were screened. Assumptions for multiple regression were tested. Tests of assumptions demonstrated that data were appropriate for running a moderator analysis. The moderator analysis occurred to test the null hypothesis using Hayes’ (2018) PROCESS v4.0.

    Procedure

    Cundill, B., & Alexander, N. D. (2015).Sample size calculations for skewed distributions. BMC Medical Research Methodology, 15, 28-33.
    [https://doi.org/10.1186/s12874-015-0023-0](https://doi.org/10.1186/s12874-015-0023-0)

    Dolezal, L., & Lyons, B. (2017). Health-related shame: An affective determinant of

    health? Medical Humanities, 43(4), 257–263.
    [https://doi.org/10.1136/medhum-2017-011186](https://doi.org/10.1136/medhum-2017-011186)

    Eslinger, P., Anders, S., Ballarini, T., Boutros, S., Krach, S., Mayer, A., Moll, J., Newton, T., Schroeter, M. L., Oliveira-Souza, R., Raber, J., Sullivan, G. B., Swain, J., Lowe, L., & Zahn, R. (2021). The neuroscience of social feelings: Mechanisms of adaptive social functioning. Neuroscience and Biobehavioral Reviews, 128, 592–620. https://doi.org/10.1016/j.neubiorev.2021.05.028

    Kaman, A., Otto, C., & Devine, J. (2022). Assessing anger and irritability in children: psychometric evaluation and normative data for the German version of the PROMIS® Parent Proxy Anger Scale. Qualitative Life Research, 31, 831–839. https://doi.org/10.1007/s11136-021-03001-1

    Shanks, D. R. (2017). Regressive research: The pitfalls of post hoc data selection in the study of unconscious mental processes. Psychonomic Bulletin & Review, 24(5), 752–775.
    [https://doi.org/10.3758/s13423-016-1170-y](https://doi.org/10.3758/s13423-016-1170-y)

    Shen, L. (2018) The evolution of shame and guilt. PLoS One, 13(7). Article e0199448.

    https://doi.org/10.1371/journal.pone.0199448

    Velotti, P., Garofalo, C., Bottazzi, F., & Caretti, V. (2017) Faces of shame: Implications for self-esteem, emotion regulation, aggression, and well-being. The Journal of Psychology, 151(2), 171-184, DOI:
    [10.1080/00223980.2016.1248809](https://doi.org/10.1080/00223980.2016.1248809)

    Vizin, G., Urbán, R., & Unoka, Z. (2016). Shame, trauma, temperament, and psychopathology:

    Construct validity of the Experience of Shame Scale. Psychiatry Research, 246, 62-69.

    https://doi.org/10.1016/j.psychres.2016.09.017.

    Warner, R. (2020). Applied statistics I (3rd ed.). SAGE Publications.

    Results include a significant predictive effect between Anger and Shame, t = 25.1366, p < .0000, b = .0816. For the interaction between Gender and Anxiety on Shame, there was no statistical significance, t = -1.1031, p = .2702, b = .0071.

    Model Summary for Moderator Analysis

    R R-sq MSE F df1 df2 p

    .5730 .3284 .3553 211.8591 3.0000 1300.0000 .0000

    Model Coefficients

    Coeff SE t p LLCI ULCI

    Constant 2.5584 .0165 154.7494 .0000 2.5260 2.5908

    PROMISAn .0816 .0032 25.1366 .0000 .0753 .0880

    Gender .0478 .0328 1.4581 .1450 -.0165 .1121

    Int_1 -.0071 .0064 -1.1031 .2702 -.0197 -.0055

    Results

    Leave yourself notes if you would like. (also, present this at research week!)

    1

    GENDER

    Percent

    Male Female Other 0.54 0.45700000000000002 3.0000000000000001E-3

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    **PosterDraftGradingRubric.pdf**

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    **PosterDraftSample.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/posterdraftsample-pdf)

    **HayesModel1.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/hayesmodel1-docx)

    **Read-WarnerIIChapter7.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/read-warneriichapter7-pdf)

    **Read-WarnerIIChapter7.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/read-warneriichapter7-pdf)

    **## VIDEO.docx**

    **VIDEO**

    [https://canvas.liberty.edu/courses/919376/pages/watch-regression-analysis-using-process?module_item_id=102075319](https://canvas.liberty.edu/courses/919376/pages/watch-regression-analysis-using-process?module_item_id=102075319)

    **## EDCO745Blog.docx**

    You can find my blog
    [https://alexcasteel.com/courses/edco-745/](https://alexcasteel.com/courses/edco-745/) I encourage you to bookmark the address.

    **## HowtoDownloadHayesProcessMacroinSPSS.docx**

    **How to Download Hayes Process Macro in SPSS**

    [https://youtu.be/umVMF_4xTXc?si=vXGY3Kah0dPK7mPm](https://youtu.be/umVMF_4xTXc?si=vXGY3Kah0dPK7mPm)

    **## PosterDraftAssignmentInstructions.docx**

    EDCO 745

    **Poster: Draft Assignment Instructions**

    **Overview**

    Scholarly dissemination is essential for any doctoral level student. Posters are often a way to ease into scholarly communication. Building a poster is one of the ways scholars participate in the dissemination of knowledge.

    **Instructions**

    1. Your poster submission must have a central focus, as developed from the topic selected in Module 2, and that focus must be evident throughout the poster. Specifically, your introduction, analysis, and results must be focused on a set of research questions and/or hypotheses that are obvious in your theoretical diagram.

    2. The focus must comprehensively place the problem/question in appropriate scholarly context (scholarly literature, theory, model, or genre).

    3. All elements of method/techniques must be articulated in some way (i.e., graph or bullets).

    4. Interpretation is explicitly linked to a theoretical framework or scholarly model.

    5. Implications, consequences, and/or questions raised by the project must be thoroughly explored.

    6. Limitations must be fully articulated.

    7. Presentation of the material must be professional and compelling.

    See Research Poster Examples for examples.

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    **## PosterExample1.pptx**

    Engaging Introduction goes here

    Present the background of the problem much like you did in Topic 4, Literature Review, Synthesis.

    Present the need for further research much like you did in Topic 4, Literature Review, Conclusion.

    Keep the presentation relatively concise, so that it fits within the allotted space.

    Concise and Informative Title

    Names of Contributors

    Research Question & Hypotheses

    Explain results here.

    Describe the outcome of the tests. As with all scholarly writing, one begins with a narrative description of the results, then one presents the figures and/or tables that support the results. The write up for the results often tend to be very brief, as one is only presenting the outcome of the statistical test—the interpretation comes later in the Discussion section. If you are using the Week 7 assignment, you may copy and paste directly from it into this section.

    The sample section describes the participants of the study from whom data were collected. Descriptions of the sample include how many total participants were in the study and listing of the relevant characteristics. For example, if the sample was 1,300 of which 704 were male and 596 were female, then one would describe the sample size and present a frequency table of the genders. One may use a bar chart to visually present the information; however, keep in mind the frequency values (the numbers for each category) must still be presented.

    Talk about independent variables here.

    Identify the variable (independent, predictor, antecedent, X) by name, identify the instrument used to measure the variable, and identify the variable level of measurement. For example,

    In any research presentation, one must present the variables that are being examined. One must identify the variables, describe how the variables were measured, and describe the level of measurement for each variable. Identify the role of each variable in the study. A simple format for this was described in Week 2: Quiz: Pick Topic Assignment. If using the analysis from the
    [Week 7 Regression Data Output and Write-up assignment](http://alexcasteel.com/courses/edco-745/moderation_results/), you should be able to copy and paste directly from the previous work.

    For more information on variables, see Warner Chapter 1, p. 19

    Measures

    Provide the references used for this poster. This includes references used in the Introduction, as well as any references to tools used in the statistics (e.g., Hayes, 2018). Be sure correct APA (7th ed.) formatting is used.

    RQ: To what extent, if any, does gender moderate the predictive effect between Stress (X) and Depression (Y)?

    H0: Gender does not significantly moderate the predictive effect between Stress (X) and Depression (Y).

    H1: Gender significantly moderates the predictive effect between Stress (X) and Depression (Y).

    Sample

    Introduction

    Results

    References

    Procedure

    Describe your procedure or method here.

    Present an overview of the important steps one completes to prepare the data and test the hypothesis. Although the course spends time on ensuring the data are prepared and appropriate for hypothesis, such data preparation is not the main part of an analysis. As such, it is adequate to describe that data were retrieved and tests of assumptions were completed. The reader will expect that tests of assumptions met the assumptions unless you describe otherwise. For example, if there was a minor deviation of normality, then one would describe it and address how that deviation was handled. Otherwise, the adage of no news is good news is applicable. DO NOT PRESENT ANY DATA SCREENING FIGURES OR TABLES AS PART OF THE POSTER ASSIGNMENT.

    With the data prepared, one should then describe how the data were used to test the hypothesis. The writeup for this section may be copied directly from the writeup for the
    [Week 7 Regression Data Output and Write-up assignment](http://alexcasteel.com/courses/edco-745/moderation_results/) with some minor editing.

    Describe the statistical test you will complete. If using a moderation or mediation analysis, include a figure of the model being used.

    Figure 1

    Simple moderation model

    Discuss the study and its findings here.

    Limitations

    What were your study’s limitations?

    Future Research

    What would you recommend future researchers do in light of your research findings?

    Discussion

    Leave yourself notes if you would like. (also, present this at research week!)

    1

    ## image1.png

    ## image2.tiff

    ## image3.png

    ## image4.jpg

    ## image5.jpg

    **## PosterExample2.pptx**

    Shame is a complex emotion manifested in negative evaluations of oneself while also provoking acute, physiological changes in the body that can jeopardize one’s health (López-Castro et al., 2019). Because of its impact on people’s lives, there has been growing interest in the scholarly and psychological research about different conceptualizations of shame and various aspects of psychosocial functioning and well-being (Velotti et al., 2017). The conceptualization of shame occurred alongside efforts to understand its causes, associations, predictors, and relationships.

    Most researchers treat shame as distinguishable, with an understanding that shame is a unique phenomenon that can lead to predictable human behaviors and behavioral outcomes (Shen, 2018). Shame, as experienced by different genders, has been a subject of interest, but there have been mixed findings about the possible relationship between variables.

    Gender as a Possible Moderator

    of the Predictive Effect Between Anger and Shame

    Shannon Goodwin

    Research Question and Hypotheses

    The Experiential Shame Scale (ESS) has been validated among diverse populations. The 25 items (written in a 4-point Likert-type scale format) are answered through the self-reported perceptions of respondents. There are four areas of characterological shame (personal habits, manners, self-appraisal, and abilities). There are three areas of behavioral shame (doing or saying something wrong or stupid and competitive failures). Bodily shame pertains to feeling ashamed of one’s body or any of one’s body parts. The questions also encompass experiential, cognitive, and behavioral domains (Vizin et al., 2016).

    PROMIS-ANGER is a 5-point Likert, with item ratings summed for a total score for the five-item scale ranging from 5 to 25. Higher scores are associated with higher levels of anger severity (Kaman et al., 2022).

    There were 1304 people who provided answers to the question of gender. Fifty-four percent of the respondents selected male (n = 704) and 45.7% selected female (n = 596). Four respondents chose the other category.

    Gender is a categorical variable that involves a nominal level of measurement.

    Sexual activity is a categorical variable that involves an ordinal level of measurement.

    Shame is a continuous variable that involves an interval level of measurement, as assessed by the Experience of Shame Scale (ESS) (Andrews et al., 2002).

    Anger is a continuous variable that involves an interval level of measurement, as assessed by the PROMISANG (an Anger Scale) (Shepherd & Evans, 2020).

    Variables

    Shame is a dependent variable measured by ESS with a continuous, interval level of measurement.

    Gender is an independent, dichotomous variable.

    Gender contains two separate and distinct group where membership data in one group (i.e., females) cannot contribute to membership data in the other group (i.e., males).

    A boxplot was generated for the dependent variable ESS for both groups of independent variable and there were no significant outliers for males or females.

    Normality is observed with histograms of ESS distribution for males and females.

    Levene’s test for ESS was not statistically significant, F(1,1298) = .40, p = .53, indicates homogeneity of variances.

    Boxplot

    Research problem: It is not known to what extent, if any, the relationship between anger and shame is moderated by gender.

    RQ1: To what extent, if any, does gender moderate the predictive relationship between anger and shame?

    Ho1: Gender does not significantly moderate the predictive relationship between anger and shame.

    Ha1: Gender significantly moderates the predictive relationship between anger and shame.

    Sample

    Introduction

    Instruments

    References

    Data Assumptions

    Because the results of the simple moderator analysis revealed that gender does not significantly moderate the predictive effect between Anger (X) and Shame (X), there is a justification for failing to reject the null hypothesis. While the results show a significant predictive effect between the variables (Anger and Shame), the extent of such an effect is not moderated by a person’s gender. Limitations to these findings include a secondary dataset that was impossible to further assess and that did not allow one to draw conclusions about the context, possible geographical influences, and other demographic factors that might have informed conclusions about the results of the study. Future research could include consideration of the other demographic variables, as well as the relationships of shame to particular phenomenon suspected to somehow relate to the construct.

    What is also known is that shame, as experienced by different genders, has been a subject of interest, but there have been mixed findings about the possible relationship between variables. According to Dolezal and Lyons (2017), when individuals are stigmatized or marginalized for reasons out of their control (such as race or gender), shame may become a chronic experience because of persistent threats and feelings of social devaluation. This study did not account for the possible influence of stigmatization, marginalization, the persistence of threats, or other social experiences that might be more or less gender or demographically influenced or otherwise related to anger and shame. Additional research could follow these interests.

    Given the historical discrimination of women as a social group, it may be possible that women experience shame at greater intensity, frequency, and/or duration than men. This study did not account for intensity, frequency, or duration, which could also be the subjects in future studies.

    Discussion

    Model

    Gender (W)

    Anger (X) PROMIS-ANG

    Shame

    (Y) ESS

    Data screening and assumption tests were conducted to examine whether the variables, Shame (interval level of measurement) and Gender (categorical), as provided in the EDCO-745 course dataset, agree with the null hypothesis, which states there is no significant difference in Shame between the male and female gender.

    In additions, a simple moderator analysis was performed using Hayes’ (2018) Model 1 using three variables, gender, anxiety, and shame. All data were derived from the EDCO 745 course dataset and were screened. Assumptions for multiple regression were tested. Tests of assumptions demonstrated that data were appropriate for running a moderator analysis. The moderator analysis occurred to test the null hypothesis using Hayes’ (2018) PROCESS v4.0.

    Procedure

    Cundill, B., & Alexander, N. D. (2015).Sample size calculations for skewed distributions. BMC Medical Research Methodology, 15, 28-33.
    [https://doi.org/10.1186/s12874-015-0023-0](https://doi.org/10.1186/s12874-015-0023-0)

    Dolezal, L., & Lyons, B. (2017). Health-related shame: An affective determinant of

    health? Medical Humanities, 43(4), 257–263.
    [https://doi.org/10.1136/medhum-2017-011186](https://doi.org/10.1136/medhum-2017-011186)

    Eslinger, P., Anders, S., Ballarini, T., Boutros, S., Krach, S., Mayer, A., Moll, J., Newton, T., Schroeter, M. L., Oliveira-Souza, R., Raber, J., Sullivan, G. B., Swain, J., Lowe, L., & Zahn, R. (2021). The neuroscience of social feelings: Mechanisms of adaptive social functioning. Neuroscience and Biobehavioral Reviews, 128, 592–620. https://doi.org/10.1016/j.neubiorev.2021.05.028

    Kaman, A., Otto, C., & Devine, J. (2022). Assessing anger and irritability in children: psychometric evaluation and normative data for the German version of the PROMIS® Parent Proxy Anger Scale. Qualitative Life Research, 31, 831–839. https://doi.org/10.1007/s11136-021-03001-1

    Shanks, D. R. (2017). Regressive research: The pitfalls of post hoc data selection in the study of unconscious mental processes. Psychonomic Bulletin & Review, 24(5), 752–775.
    [https://doi.org/10.3758/s13423-016-1170-y](https://doi.org/10.3758/s13423-016-1170-y)

    Shen, L. (2018) The evolution of shame and guilt. PLoS One, 13(7). Article e0199448.

    https://doi.org/10.1371/journal.pone.0199448

    Velotti, P., Garofalo, C., Bottazzi, F., & Caretti, V. (2017) Faces of shame: Implications for self-esteem, emotion regulation, aggression, and well-being. The Journal of Psychology, 151(2), 171-184, DOI:
    [10.1080/00223980.2016.1248809](https://doi.org/10.1080/00223980.2016.1248809)

    Vizin, G., Urbán, R., & Unoka, Z. (2016). Shame, trauma, temperament, and psychopathology:

    Construct validity of the Experience of Shame Scale. Psychiatry Research, 246, 62-69.

    https://doi.org/10.1016/j.psychres.2016.09.017.

    Warner, R. (2020). Applied statistics I (3rd ed.). SAGE Publications.

    Results include a significant predictive effect between Anger and Shame, t = 25.1366, p < .0000, b = .0816. For the interaction between Gender and Anxiety on Shame, there was no statistical significance, t = -1.1031, p = .2702, b = .0071.

    Model Summary for Moderator Analysis

    R R-sq MSE F df1 df2 p

    .5730 .3284 .3553 211.8591 3.0000 1300.0000 .0000

    Model Coefficients

    Coeff SE t p LLCI ULCI

    Constant 2.5584 .0165 154.7494 .0000 2.5260 2.5908

    PROMISAn .0816 .0032 25.1366 .0000 .0753 .0880

    Gender .0478 .0328 1.4581 .1450 -.0165 .1121

    Int_1 -.0071 .0064 -1.1031 .2702 -.0197 -.0055

    Results

    Leave yourself notes if you would like. (also, present this at research week!)

    1

    GENDER

    Percent

    Male Female Other 0.54 0.45700000000000002 3.0000000000000001E-3

    ## image3.png

    ## image4.png

    ## image1.png

    ## image2.png

    **READ-POSTERDRAFTASSIGNMENT.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/read-posterdraftassignment-pdf)

    **PosterDraftGradingRubric.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/posterdraftgradingrubric-pdf)

    **PosterDraftSample.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/posterdraftsample-pdf)

    **HayesModel1.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/hayesmodel1-docx)

    **Read-WarnerIIChapter7.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/read-warneriichapter7-pdf)

    **## VIDEO.docx**

    **VIDEO**

    [https://canvas.liberty.edu/courses/919376/pages/watch-regression-analysis-using-process?module_item_id=102075319](https://canvas.liberty.edu/courses/919376/pages/watch-regression-analysis-using-process?module_item_id=102075319)

    **## EDCO745Blog.docx**

    You can find my blog
    [https://alexcasteel.com/courses/edco-745/](https://alexcasteel.com/courses/edco-745/) I encourage you to bookmark the address.

    **## HowtoDownloadHayesProcessMacroinSPSS.docx**

    **How to Download Hayes Process Macro in SPSS**

    [https://youtu.be/umVMF_4xTXc?si=vXGY3Kah0dPK7mPm](https://youtu.be/umVMF_4xTXc?si=vXGY3Kah0dPK7mPm)

    **## PosterDraftAssignmentInstructions.docx**

    EDCO 745

    **Poster: Draft Assignment Instructions**

    **Overview**

    Scholarly dissemination is essential for any doctoral level student. Posters are often a way to ease into scholarly communication. Building a poster is one of the ways scholars participate in the dissemination of knowledge.

    **Instructions**

    1. Your poster submission must have a central focus, as developed from the topic selected in Module 2, and that focus must be evident throughout the poster. Specifically, your introduction, analysis, and results must be focused on a set of research questions and/or hypotheses that are obvious in your theoretical diagram.

    2. The focus must comprehensively place the problem/question in appropriate scholarly context (scholarly literature, theory, model, or genre).

    3. All elements of method/techniques must be articulated in some way (i.e., graph or bullets).

    4. Interpretation is explicitly linked to a theoretical framework or scholarly model.

    5. Implications, consequences, and/or questions raised by the project must be thoroughly explored.

    6. Limitations must be fully articulated.

    7. Presentation of the material must be professional and compelling.

    See Research Poster Examples for examples.

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    **## PosterExample1.pptx**

    Engaging Introduction goes here

    Present the background of the problem much like you did in Topic 4, Literature Review, Synthesis.

    Present the need for further research much like you did in Topic 4, Literature Review, Conclusion.

    Keep the presentation relatively concise, so that it fits within the allotted space.

    Concise and Informative Title

    Names of Contributors

    Research Question & Hypotheses

    Explain results here.

    Describe the outcome of the tests. As with all scholarly writing, one begins with a narrative description of the results, then one presents the figures and/or tables that support the results. The write up for the results often tend to be very brief, as one is only presenting the outcome of the statistical test—the interpretation comes later in the Discussion section. If you are using the Week 7 assignment, you may copy and paste directly from it into this section.

    The sample section describes the participants of the study from whom data were collected. Descriptions of the sample include how many total participants were in the study and listing of the relevant characteristics. For example, if the sample was 1,300 of which 704 were male and 596 were female, then one would describe the sample size and present a frequency table of the genders. One may use a bar chart to visually present the information; however, keep in mind the frequency values (the numbers for each category) must still be presented.

    Talk about independent variables here.

    Identify the variable (independent, predictor, antecedent, X) by name, identify the instrument used to measure the variable, and identify the variable level of measurement. For example,

    In any research presentation, one must present the variables that are being examined. One must identify the variables, describe how the variables were measured, and describe the level of measurement for each variable. Identify the role of each variable in the study. A simple format for this was described in Week 2: Quiz: Pick Topic Assignment. If using the analysis from the
    [Week 7 Regression Data Output and Write-up assignment](http://alexcasteel.com/courses/edco-745/moderation_results/), you should be able to copy and paste directly from the previous work.

    For more information on variables, see Warner Chapter 1, p. 19

    Measures

    Provide the references used for this poster. This includes references used in the Introduction, as well as any references to tools used in the statistics (e.g., Hayes, 2018). Be sure correct APA (7th ed.) formatting is used.

    RQ: To what extent, if any, does gender moderate the predictive effect between Stress (X) and Depression (Y)?

    H0: Gender does not significantly moderate the predictive effect between Stress (X) and Depression (Y).

    H1: Gender significantly moderates the predictive effect between Stress (X) and Depression (Y).

    Sample

    Introduction

    Results

    References

    Procedure

    Describe your procedure or method here.

    Present an overview of the important steps one completes to prepare the data and test the hypothesis. Although the course spends time on ensuring the data are prepared and appropriate for hypothesis, such data preparation is not the main part of an analysis. As such, it is adequate to describe that data were retrieved and tests of assumptions were completed. The reader will expect that tests of assumptions met the assumptions unless you describe otherwise. For example, if there was a minor deviation of normality, then one would describe it and address how that deviation was handled. Otherwise, the adage of no news is good news is applicable. DO NOT PRESENT ANY DATA SCREENING FIGURES OR TABLES AS PART OF THE POSTER ASSIGNMENT.

    With the data prepared, one should then describe how the data were used to test the hypothesis. The writeup for this section may be copied directly from the writeup for the
    [Week 7 Regression Data Output and Write-up assignment](http://alexcasteel.com/courses/edco-745/moderation_results/) with some minor editing.

    Describe the statistical test you will complete. If using a moderation or mediation analysis, include a figure of the model being used.

    Figure 1

    Simple moderation model

    Discuss the study and its findings here.

    Limitations

    What were your study’s limitations?

    Future Research

    What would you recommend future researchers do in light of your research findings?

    Discussion

    Leave yourself notes if you would like. (also, present this at research week!)

    1

    ## image1.png

    ## image2.tiff

    ## image3.png

    ## image4.jpg

    ## image5.jpg

    **## PosterExample2.pptx**

    Shame is a complex emotion manifested in negative evaluations of oneself while also provoking acute, physiological changes in the body that can jeopardize one’s health (López-Castro et al., 2019). Because of its impact on people’s lives, there has been growing interest in the scholarly and psychological research about different conceptualizations of shame and various aspects of psychosocial functioning and well-being (Velotti et al., 2017). The conceptualization of shame occurred alongside efforts to understand its causes, associations, predictors, and relationships.

    Most researchers treat shame as distinguishable, with an understanding that shame is a unique phenomenon that can lead to predictable human behaviors and behavioral outcomes (Shen, 2018). Shame, as experienced by different genders, has been a subject of interest, but there have been mixed findings about the possible relationship between variables.

    Gender as a Possible Moderator

    of the Predictive Effect Between Anger and Shame

    Shannon Goodwin

    Research Question and Hypotheses

    The Experiential Shame Scale (ESS) has been validated among diverse populations. The 25 items (written in a 4-point Likert-type scale format) are answered through the self-reported perceptions of respondents. There are four areas of characterological shame (personal habits, manners, self-appraisal, and abilities). There are three areas of behavioral shame (doing or saying something wrong or stupid and competitive failures). Bodily shame pertains to feeling ashamed of one’s body or any of one’s body parts. The questions also encompass experiential, cognitive, and behavioral domains (Vizin et al., 2016).

    PROMIS-ANGER is a 5-point Likert, with item ratings summed for a total score for the five-item scale ranging from 5 to 25. Higher scores are associated with higher levels of anger severity (Kaman et al., 2022).

    There were 1304 people who provided answers to the question of gender. Fifty-four percent of the respondents selected male (n = 704) and 45.7% selected female (n = 596). Four respondents chose the other category.

    Gender is a categorical variable that involves a nominal level of measurement.

    Sexual activity is a categorical variable that involves an ordinal level of measurement.

    Shame is a continuous variable that involves an interval level of measurement, as assessed by the Experience of Shame Scale (ESS) (Andrews et al., 2002).

    Anger is a continuous variable that involves an interval level of measurement, as assessed by the PROMISANG (an Anger Scale) (Shepherd & Evans, 2020).

    Variables

    Shame is a dependent variable measured by ESS with a continuous, interval level of measurement.

    Gender is an independent, dichotomous variable.

    Gender contains two separate and distinct group where membership data in one group (i.e., females) cannot contribute to membership data in the other group (i.e., males).

    A boxplot was generated for the dependent variable ESS for both groups of independent variable and there were no significant outliers for males or females.

    Normality is observed with histograms of ESS distribution for males and females.

    Levene’s test for ESS was not statistically significant, F(1,1298) = .40, p = .53, indicates homogeneity of variances.

    Boxplot

    Research problem: It is not known to what extent, if any, the relationship between anger and shame is moderated by gender.

    RQ1: To what extent, if any, does gender moderate the predictive relationship between anger and shame?

    Ho1: Gender does not significantly moderate the predictive relationship between anger and shame.

    Ha1: Gender significantly moderates the predictive relationship between anger and shame.

    Sample

    Introduction

    Instruments

    References

    Data Assumptions

    Because the results of the simple moderator analysis revealed that gender does not significantly moderate the predictive effect between Anger (X) and Shame (X), there is a justification for failing to reject the null hypothesis. While the results show a significant predictive effect between the variables (Anger and Shame), the extent of such an effect is not moderated by a person’s gender. Limitations to these findings include a secondary dataset that was impossible to further assess and that did not allow one to draw conclusions about the context, possible geographical influences, and other demographic factors that might have informed conclusions about the results of the study. Future research could include consideration of the other demographic variables, as well as the relationships of shame to particular phenomenon suspected to somehow relate to the construct.

    What is also known is that shame, as experienced by different genders, has been a subject of interest, but there have been mixed findings about the possible relationship between variables. According to Dolezal and Lyons (2017), when individuals are stigmatized or marginalized for reasons out of their control (such as race or gender), shame may become a chronic experience because of persistent threats and feelings of social devaluation. This study did not account for the possible influence of stigmatization, marginalization, the persistence of threats, or other social experiences that might be more or less gender or demographically influenced or otherwise related to anger and shame. Additional research could follow these interests.

    Given the historical discrimination of women as a social group, it may be possible that women experience shame at greater intensity, frequency, and/or duration than men. This study did not account for intensity, frequency, or duration, which could also be the subjects in future studies.

    Discussion

    Model

    Gender (W)

    Anger (X) PROMIS-ANG

    Shame

    (Y) ESS

    Data screening and assumption tests were conducted to examine whether the variables, Shame (interval level of measurement) and Gender (categorical), as provided in the EDCO-745 course dataset, agree with the null hypothesis, which states there is no significant difference in Shame between the male and female gender.

    In additions, a simple moderator analysis was performed using Hayes’ (2018) Model 1 using three variables, gender, anxiety, and shame. All data were derived from the EDCO 745 course dataset and were screened. Assumptions for multiple regression were tested. Tests of assumptions demonstrated that data were appropriate for running a moderator analysis. The moderator analysis occurred to test the null hypothesis using Hayes’ (2018) PROCESS v4.0.

    Procedure

    Cundill, B., & Alexander, N. D. (2015).Sample size calculations for skewed distributions. BMC Medical Research Methodology, 15, 28-33.
    [https://doi.org/10.1186/s12874-015-0023-0](https://doi.org/10.1186/s12874-015-0023-0)

    Dolezal, L., & Lyons, B. (2017). Health-related shame: An affective determinant of

    health? Medical Humanities, 43(4), 257–263.
    [https://doi.org/10.1136/medhum-2017-011186](https://doi.org/10.1136/medhum-2017-011186)

    Eslinger, P., Anders, S., Ballarini, T., Boutros, S., Krach, S., Mayer, A., Moll, J., Newton, T., Schroeter, M. L., Oliveira-Souza, R., Raber, J., Sullivan, G. B., Swain, J., Lowe, L., & Zahn, R. (2021). The neuroscience of social feelings: Mechanisms of adaptive social functioning. Neuroscience and Biobehavioral Reviews, 128, 592–620. https://doi.org/10.1016/j.neubiorev.2021.05.028

    Kaman, A., Otto, C., & Devine, J. (2022). Assessing anger and irritability in children: psychometric evaluation and normative data for the German version of the PROMIS® Parent Proxy Anger Scale. Qualitative Life Research, 31, 831–839. https://doi.org/10.1007/s11136-021-03001-1

    Shanks, D. R. (2017). Regressive research: The pitfalls of post hoc data selection in the study of unconscious mental processes. Psychonomic Bulletin & Review, 24(5), 752–775.
    [https://doi.org/10.3758/s13423-016-1170-y](https://doi.org/10.3758/s13423-016-1170-y)

    Shen, L. (2018) The evolution of shame and guilt. PLoS One, 13(7). Article e0199448.

    https://doi.org/10.1371/journal.pone.0199448

    Velotti, P., Garofalo, C., Bottazzi, F., & Caretti, V. (2017) Faces of shame: Implications for self-esteem, emotion regulation, aggression, and well-being. The Journal of Psychology, 151(2), 171-184, DOI:
    [10.1080/00223980.2016.1248809](https://doi.org/10.1080/00223980.2016.1248809)

    Vizin, G., Urbán, R., & Unoka, Z. (2016). Shame, trauma, temperament, and psychopathology:

    Construct validity of the Experience of Shame Scale. Psychiatry Research, 246, 62-69.

    https://doi.org/10.1016/j.psychres.2016.09.017.

    Warner, R. (2020). Applied statistics I (3rd ed.). SAGE Publications.

    Results include a significant predictive effect between Anger and Shame, t = 25.1366, p < .0000, b = .0816. For the interaction between Gender and Anxiety on Shame, there was no statistical significance, t = -1.1031, p = .2702, b = .0071.

    Model Summary for Moderator Analysis

    R R-sq MSE F df1 df2 p

    .5730 .3284 .3553 211.8591 3.0000 1300.0000 .0000

    Model Coefficients

    Coeff SE t p LLCI ULCI

    Constant 2.5584 .0165 154.7494 .0000 2.5260 2.5908

    PROMISAn .0816 .0032 25.1366 .0000 .0753 .0880

    Gender .0478 .0328 1.4581 .1450 -.0165 .1121

    Int_1 -.0071 .0064 -1.1031 .2702 -.0197 -.0055

    Results

    Leave yourself notes if you would like. (also, present this at research week!)

    1

    GENDER

    Percent

    Male Female Other 0.54 0.45700000000000002 3.0000000000000001E-3

    ## image3.png

    ## image4.png

    ## image1.png

    ## image2.png

    **READ-POSTERDRAFTASSIGNMENT.pdf**

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    **HayesModel1.docx**

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    **Read-WarnerIIChapter7.pdf**

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  • [Solved] topic 7 dq 2

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    apa style 300 words **files (1)** – ## Topic7DQ2Instructions.docx **## Topic7DQ2Instructions.docx** **Topic 7 DQ 2 (Obj. 7.1 and 7.3)** Assessment Description Short-term theories have become popular in the past number of years due to the pressure from insurance companies and the legal needs to addre…

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    apa style

    300 words

    **files (1)**

    – ## Topic7DQ2Instructions.docx

    **## Topic7DQ2Instructions.docx**

    **Topic 7 DQ 2 (Obj. 7.1 and 7.3)**

    Assessment Description

    Short-term theories have become popular in the past number of years due to the pressure from insurance companies and the legal needs to address the clients' presenting problems. With this in mind, why might it be important to consider using solution-focused theory? What can a counselor do to make sure they support their client effectively in a short-term situation? How do your skills need to change when your time with a client is limited?

    **## Topic7DQ2Instructions.docx**

    **Topic 7 DQ 2 (Obj. 7.1 and 7.3)**

    Assessment Description

    Short-term theories have become popular in the past number of years due to the pressure from insurance companies and the legal needs to address the clients' presenting problems. With this in mind, why might it be important to consider using solution-focused theory? What can a counselor do to make sure they support their client effectively in a short-term situation? How do your skills need to change when your time with a client is limited?

  • [Solved] topic 7 dq 1

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    apa style 300 words **files (1)** – ## Topic7DQ1InstructionsWeekLiterature.docx **## Topic7DQ1InstructionsWeekLiterature.docx** Topic 7: Feminist, Solution-Focused Therapy, And Narrative Therapies Objectives: 1. Analyze Feminist, Solution-Focused, and Narrative therapies in terms of the role of cli…

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    apa style

    300 words

    **files (1)**

    – ## Topic7DQ1InstructionsWeekLiterature.docx

    **## Topic7DQ1InstructionsWeekLiterature.docx**

    Topic 7: Feminist, Solution-Focused Therapy, And Narrative Therapies

    Objectives:

    1. Analyze Feminist, Solution-Focused, and Narrative therapies in terms of the role of client and counselor, goals of counseling, and types of counseling techniques employed.

    2. Explain counseling interventions for which feminist, solution-focused, and narrative therapies have empirical evidence of their effectiveness.

    3. Analyze concepts reflected in feminist, solution-focused, and narrative therapies that are important in the development of a counselor.

    **Topic 7 DQ 1 (Obj. 7.2)**

    Assessment Description

    Would you consider choosing feminist, solution-focused, or narrative therapies when counseling individual clients, marriage clients, and family clients? What empirical evidence is available to support the use of these theories?

    [http://www.sfbta.org/](http://www.sfbta.org/)

    [https://research-ebsco-com.lopes.idm.oclc.org/linkprocessor/plink?id=59cc23c1-2792-3132-a986-1cc1647b15f5](https://research-ebsco-com.lopes.idm.oclc.org/linkprocessor/plink?id=59cc23c1-2792-3132-a986-1cc1647b15f5)

    [https://lopes.idm.oclc.org/login?url=https://sk-sagepub-com.lopes.idm.oclc.org/ency/edvol/the-sage-encyclopedia-of-multicultural-counseling/chpt/feminist-therapy](https://lopes.idm.oclc.org/login?url=https://sk-sagepub-com.lopes.idm.oclc.org/ency/edvol/the-sage-encyclopedia-of-multicultural-counseling/chpt/feminist-therapy)

    [https://psyctherapy-apa-org.lopes.idm.oclc.org/Title/777700338-001](https://psyctherapy-apa-org.lopes.idm.oclc.org/Title/777700338-001)

    **## Topic7DQ1InstructionsWeekLiterature.docx**

    Topic 7: Feminist, Solution-Focused Therapy, And Narrative Therapies

    Objectives:

    1. Analyze Feminist, Solution-Focused, and Narrative therapies in terms of the role of client and counselor, goals of counseling, and types of counseling techniques employed.

    2. Explain counseling interventions for which feminist, solution-focused, and narrative therapies have empirical evidence of their effectiveness.

    3. Analyze concepts reflected in feminist, solution-focused, and narrative therapies that are important in the development of a counselor.

    **Topic 7 DQ 1 (Obj. 7.2)**

    Assessment Description

    Would you consider choosing feminist, solution-focused, or narrative therapies when counseling individual clients, marriage clients, and family clients? What empirical evidence is available to support the use of these theories?

    [http://www.sfbta.org/](http://www.sfbta.org/)

    [https://research-ebsco-com.lopes.idm.oclc.org/linkprocessor/plink?id=59cc23c1-2792-3132-a986-1cc1647b15f5](https://research-ebsco-com.lopes.idm.oclc.org/linkprocessor/plink?id=59cc23c1-2792-3132-a986-1cc1647b15f5)

    [https://lopes.idm.oclc.org/login?url=https://sk-sagepub-com.lopes.idm.oclc.org/ency/edvol/the-sage-encyclopedia-of-multicultural-counseling/chpt/feminist-therapy](https://lopes.idm.oclc.org/login?url=https://sk-sagepub-com.lopes.idm.oclc.org/ency/edvol/the-sage-encyclopedia-of-multicultural-counseling/chpt/feminist-therapy)

    [https://psyctherapy-apa-org.lopes.idm.oclc.org/Title/777700338-001](https://psyctherapy-apa-org.lopes.idm.oclc.org/Title/777700338-001)

  • [Solved] Regression Data – Screening Output

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    Follow and read all attached documents **files (6)** – ## EDCO745Blog.docx – ## Videos.docx – ## RegressionDataScreeningOutputAssignmentInstructions.docx – ## RegressionData-ScreeningOutputGradingRubric.pdf – READ-RegressionData-ScreeningOutput.pdf – Read-WarnerIIChapter9.pdf **## EDCO745Blog.docx**…

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    Follow and read all attached documents

    **files (6)**

    – ## EDCO745Blog.docx

    – ## Videos.docx

    – ## RegressionDataScreeningOutputAssignmentInstructions.docx

    – ## RegressionData-ScreeningOutputGradingRubric.pdf

    – READ-RegressionData-ScreeningOutput.pdf
    – Read-WarnerIIChapter9.pdf

    **## EDCO745Blog.docx**

    You can find my blog
    [https://alexcasteel.com/courses/edco-745/](https://alexcasteel.com/courses/edco-745/) I encourage you to bookmark the address.

    **## Videos.docx**

    **Videos**

    [https://canvas.liberty.edu/courses/919376/pages/watch-regression-data-screening?module_item_id=102075206](https://canvas.liberty.edu/courses/919376/pages/watch-regression-data-screening?module_item_id=102075206)

    **## RegressionDataScreeningOutputAssignmentInstructions.docx**

    EDCO 745

    **Regression Data Screening Output Assignment Instructions**

    **Overview**

    Data screening is fundamental prior to any analysis. The basics of data screening are outlined in your Warner text. This is the third time you will do data screening.

    **Instructions**

    1. Using data based upon the topic, instruments, and variables selected in your models you have developed in Modules 5 and 6, turn in your data screening output for regression analysis.

    _Note: You only have to turn in output for data screening of the variables you use in your analysis._

    **Output should include:**

    • Variable Selections

    • Frequencies

    • Crosstabs (if necessary)

    • Boxplots (if necessary)

    • Scatterplot

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    **## RegressionData-ScreeningOutputGradingRubric.pdf**

    Criteria Ratings Points

    Output 35 to >24 pts

    Advanced

    Submitted
    regression data
    screening output
    includes all
    appropriate data.

    24 to >16 pts

    Proficient

    Most components in
    the submitted
    regression data
    screening output are
    included

    16 to >9 pts

    Developing

    Some components
    in the regression
    data screening
    output are included.

    9 to >0 pts

    Below
    Expectations

    Few components
    in the regression
    data screening
    output are
    included. Includes
    very few of the
    appropriate data
    screening output.

    0 pts

    Not
    Present

    35 pts

    Grammar 15 to >11 pts

    Advanced

    The regression data
    screening output
    reflects a graduate
    level voice and
    vocabulary. There
    are very few spelling
    and grammar errors.
    All sources are
    referenced in the
    screening output.

    11 to >7 pts

    Proficient

    The regression data
    screening output
    consistently reflects
    a graduate level
    voice and
    vocabulary. There
    are few spelling and
    grammar errors.
    Most sources are
    referenced in the
    output.

    7 to >4 pts

    Developing

    The regression data
    screening output
    inconsistently
    reflects a graduate
    level voice and
    vocabulary. There
    are spelling and
    grammar errors. Not
    all sources are
    referenced in the
    output.

    4 to >0 pts

    Below
    Expectations

    The regression
    data screening
    output does not
    reflect a graduate
    level voice and
    vocabulary. There
    are spelling and
    grammar errors.
    Sources are not
    referenced in the
    output.

    0 pts

    No
    Marks

    15 pts

    Total Points: 50

    Regression Data: Screening Output Grading Rubric |
    EDCO745_D02_202620

    **READ-RegressionData-ScreeningOutput.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/read-regressiondata-screeningoutput-pdf)

    **Read-WarnerIIChapter9.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/read-warneriichapter9-pdf-10540281)

    **Read-WarnerIIChapter9.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/read-warneriichapter9-pdf-10540281)

    **## EDCO745Blog.docx**

    You can find my blog
    [https://alexcasteel.com/courses/edco-745/](https://alexcasteel.com/courses/edco-745/) I encourage you to bookmark the address.

    **## Videos.docx**

    **Videos**

    [https://canvas.liberty.edu/courses/919376/pages/watch-regression-data-screening?module_item_id=102075206](https://canvas.liberty.edu/courses/919376/pages/watch-regression-data-screening?module_item_id=102075206)

    **## RegressionDataScreeningOutputAssignmentInstructions.docx**

    EDCO 745

    **Regression Data Screening Output Assignment Instructions**

    **Overview**

    Data screening is fundamental prior to any analysis. The basics of data screening are outlined in your Warner text. This is the third time you will do data screening.

    **Instructions**

    1. Using data based upon the topic, instruments, and variables selected in your models you have developed in Modules 5 and 6, turn in your data screening output for regression analysis.

    _Note: You only have to turn in output for data screening of the variables you use in your analysis._

    **Output should include:**

    • Variable Selections

    • Frequencies

    • Crosstabs (if necessary)

    • Boxplots (if necessary)

    • Scatterplot

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    **## RegressionData-ScreeningOutputGradingRubric.pdf**

    Criteria Ratings Points

    Output 35 to >24 pts

    Advanced

    Submitted
    regression data
    screening output
    includes all
    appropriate data.

    24 to >16 pts

    Proficient

    Most components in
    the submitted
    regression data
    screening output are
    included

    16 to >9 pts

    Developing

    Some components
    in the regression
    data screening
    output are included.

    9 to >0 pts

    Below
    Expectations

    Few components
    in the regression
    data screening
    output are
    included. Includes
    very few of the
    appropriate data
    screening output.

    0 pts

    Not
    Present

    35 pts

    Grammar 15 to >11 pts

    Advanced

    The regression data
    screening output
    reflects a graduate
    level voice and
    vocabulary. There
    are very few spelling
    and grammar errors.
    All sources are
    referenced in the
    screening output.

    11 to >7 pts

    Proficient

    The regression data
    screening output
    consistently reflects
    a graduate level
    voice and
    vocabulary. There
    are few spelling and
    grammar errors.
    Most sources are
    referenced in the
    output.

    7 to >4 pts

    Developing

    The regression data
    screening output
    inconsistently
    reflects a graduate
    level voice and
    vocabulary. There
    are spelling and
    grammar errors. Not
    all sources are
    referenced in the
    output.

    4 to >0 pts

    Below
    Expectations

    The regression
    data screening
    output does not
    reflect a graduate
    level voice and
    vocabulary. There
    are spelling and
    grammar errors.
    Sources are not
    referenced in the
    output.

    0 pts

    No
    Marks

    15 pts

    Total Points: 50

    Regression Data: Screening Output Grading Rubric |
    EDCO745_D02_202620

    **READ-RegressionData-ScreeningOutput.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/read-regressiondata-screeningoutput-pdf)

    **Read-WarnerIIChapter9.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/read-warneriichapter9-pdf-10540281)

    **## EDCO745Blog.docx**

    You can find my blog
    [https://alexcasteel.com/courses/edco-745/](https://alexcasteel.com/courses/edco-745/) I encourage you to bookmark the address.

    **## Videos.docx**

    **Videos**

    [https://canvas.liberty.edu/courses/919376/pages/watch-regression-data-screening?module_item_id=102075206](https://canvas.liberty.edu/courses/919376/pages/watch-regression-data-screening?module_item_id=102075206)

    **## RegressionDataScreeningOutputAssignmentInstructions.docx**

    EDCO 745

    **Regression Data Screening Output Assignment Instructions**

    **Overview**

    Data screening is fundamental prior to any analysis. The basics of data screening are outlined in your Warner text. This is the third time you will do data screening.

    **Instructions**

    1. Using data based upon the topic, instruments, and variables selected in your models you have developed in Modules 5 and 6, turn in your data screening output for regression analysis.

    _Note: You only have to turn in output for data screening of the variables you use in your analysis._

    **Output should include:**

    • Variable Selections

    • Frequencies

    • Crosstabs (if necessary)

    • Boxplots (if necessary)

    • Scatterplot

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    **## RegressionData-ScreeningOutputGradingRubric.pdf**

    Criteria Ratings Points

    Output 35 to >24 pts

    Advanced

    Submitted
    regression data
    screening output
    includes all
    appropriate data.

    24 to >16 pts

    Proficient

    Most components in
    the submitted
    regression data
    screening output are
    included

    16 to >9 pts

    Developing

    Some components
    in the regression
    data screening
    output are included.

    9 to >0 pts

    Below
    Expectations

    Few components
    in the regression
    data screening
    output are
    included. Includes
    very few of the
    appropriate data
    screening output.

    0 pts

    Not
    Present

    35 pts

    Grammar 15 to >11 pts

    Advanced

    The regression data
    screening output
    reflects a graduate
    level voice and
    vocabulary. There
    are very few spelling
    and grammar errors.
    All sources are
    referenced in the
    screening output.

    11 to >7 pts

    Proficient

    The regression data
    screening output
    consistently reflects
    a graduate level
    voice and
    vocabulary. There
    are few spelling and
    grammar errors.
    Most sources are
    referenced in the
    output.

    7 to >4 pts

    Developing

    The regression data
    screening output
    inconsistently
    reflects a graduate
    level voice and
    vocabulary. There
    are spelling and
    grammar errors. Not
    all sources are
    referenced in the
    output.

    4 to >0 pts

    Below
    Expectations

    The regression
    data screening
    output does not
    reflect a graduate
    level voice and
    vocabulary. There
    are spelling and
    grammar errors.
    Sources are not
    referenced in the
    output.

    0 pts

    No
    Marks

    15 pts

    Total Points: 50

    Regression Data: Screening Output Grading Rubric |
    EDCO745_D02_202620

    **READ-RegressionData-ScreeningOutput.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/read-regressiondata-screeningoutput-pdf)

    **Read-WarnerIIChapter9.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/read-warneriichapter9-pdf-10540281)

  • [Solved] discussion post

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  • [Solved] Amanda

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    In-depth study guidance and analytical solution covering Amanda.

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  • [Solved] Discussion

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    Please go through through this and send me the correct details. No AI or Chats **files (1)** – ## Topic_Week6_Discussion2.pdf **## Topic_Week6_Discussion2.pdf**   In Week 1, you completed an Application Assignment in which you examined your personal interests and career goals in forensic psych…

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    Please go through through this and send me the correct details. No AI or Chats

    **files (1)**

    – ## Topic_Week6_Discussion2.pdf

    **## Topic_Week6_Discussion2.pdf**





    In Week 1, you completed an Application Assignment in which you examined your personal
    interests and career goals in forensic psychology. Now that you have acquired more knowledge
    about the range of professional and educational opportunities in the field, have your career goals
    changed? Did any of the topics or points discussed in this course surprise you? If so, which ones,
    and why? Have you become interested in exploring a subspecialty in the field? What are some
    ways you might make a contribution towards positive social change in the field?

    To prepare for this Discussion:

    Review the Bartol and Bartol book excerpt reading assigned during Week 1.
    Review your first Application Assignment in which you discussed your career goals and
    interests.
    Reflect on topics discussed in this course.
    Consider whether your interests or career goals have changed as a result of this course.
    Consider how a career in forensic psychology could contribute to positive social change.

    With these thoughts in mind:

    Post a brief description of the occupation(s) in forensic psychology you expressed an interest in
    during Week 1. Then, explain whether or not your interests in forensic psychology have changed
    based on the topics presented in this course, and explain why. Finally, explain how the
    occupation(s) in which you are interested might promote positive social change. Explain why or
    why not.

    Support your post(s) with evidence from at least one Learning Resource. Be sure to identify what
    source(s) you used, both in the body of your post(s) and with a reference at the end of your post(s).

    Read a selection of your colleagues' postings.

    RESOURCES

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    WEEKLY RESOURCES

    (https://waldenu.instructure.com/courses/220454/modules/items/9407910)

    BY DAY 4

    BY DAY 6

    [https://waldenu.instructure.com/courses/220454/modules/items/9407910](https://waldenu.instructure.com/courses/220454/modules/items/9407910)

    [https://waldenu.instructure.com/courses/220454/modules/items/9407910](https://waldenu.instructure.com/courses/220454/modules/items/9407910)

    **## Topic_Week6_Discussion2.pdf**





    In Week 1, you completed an Application Assignment in which you examined your personal
    interests and career goals in forensic psychology. Now that you have acquired more knowledge
    about the range of professional and educational opportunities in the field, have your career goals
    changed? Did any of the topics or points discussed in this course surprise you? If so, which ones,
    and why? Have you become interested in exploring a subspecialty in the field? What are some
    ways you might make a contribution towards positive social change in the field?

    To prepare for this Discussion:

    Review the Bartol and Bartol book excerpt reading assigned during Week 1.
    Review your first Application Assignment in which you discussed your career goals and
    interests.
    Reflect on topics discussed in this course.
    Consider whether your interests or career goals have changed as a result of this course.
    Consider how a career in forensic psychology could contribute to positive social change.

    With these thoughts in mind:

    Post a brief description of the occupation(s) in forensic psychology you expressed an interest in
    during Week 1. Then, explain whether or not your interests in forensic psychology have changed
    based on the topics presented in this course, and explain why. Finally, explain how the
    occupation(s) in which you are interested might promote positive social change. Explain why or
    why not.

    Support your post(s) with evidence from at least one Learning Resource. Be sure to identify what
    source(s) you used, both in the body of your post(s) and with a reference at the end of your post(s).

    Read a selection of your colleagues' postings.

    RESOURCES

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    WEEKLY RESOURCES

    (https://waldenu.instructure.com/courses/220454/modules/items/9407910)

    BY DAY 4

    BY DAY 6

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    chart apa style **files (3)** – ## Topic7ChartInstructions.docx – ## Topic7CNL-500-RS-T7-FeministSolution-FocusedandNarrativeTheoryApplicationComparisonComparisonChartBlank.docx – ## Topic7CNL-500-RS-CaseStudyAnalysis-4.docx **## Topic7ChartInstructions.docx** **Feminist, Solution-Focused, and Narra…

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    chart

    apa style

    **files (3)**

    – ## Topic7ChartInstructions.docx

    – ## Topic7CNL-500-RS-T7-FeministSolution-FocusedandNarrativeTheoryApplicationComparisonComparisonChartBlank.docx

    – ## Topic7CNL-500-RS-CaseStudyAnalysis-4.docx

    **## Topic7ChartInstructions.docx**

    **Feminist, Solution-Focused, and Narrative Theory Application Comparison Chart (Obj. 7.1 and 7.2)**

    Assessment Traits

    Requires Lopeswrite

    Assessment Description

    The purpose of this assignment is to compare and contrast the core principles of Feminist, Solution-Focused, and Narrative theories. By completing the “Feminist, Solution-Focused, and Narrative Theory Application Comparison Chart", you will gain a deeper understanding of the foundational concepts, key contributors, and therapeutic applications of each theoretical approach. The goal is to evaluate how these constructivist theories inform contemporary counseling practice and contribute to the development of an integrated theoretical perspective.

    Read the “Case Study Analysis” document and select one of six case studies.

    Use three to four scholarly sources to complete the attached “Feminist, Solution-Focused, and Narrative Theory Application Comparison Chart” document.

    Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

    This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

    You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

    **## Topic7CNL-500-RS-T7-FeministSolution-FocusedandNarrativeTheoryApplicationComparisonComparisonChartBlank.docx**

    ![A black text on a white background AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/topic-7-chart)

    **CNL-500 Topic 7: Feminist, Solution-Focused, and Narrative Theory Application Comparison Chart**

    **Directions:** Access the attached Case Study Analysis resource. Select one of the case studies to apply to this assignment. Then, complete the chart below. Complete the specific fields listed in the chart for each theory. All sections will require a 50-75-word description except for the section where you list the three treatment interventions. Include three to four scholarly resources and in-text citation as appropriate. Include a full APA reference for the resources used below.

    | | | | |
    | — | — | — | — |
    | | **Feminist Theory** | **Solution-Focused Theory** | **Narrative Theory** |
    | **Roles of the Counselor and Client(s) (50-75 words each)** | | | |
    | **Describe the state of dysfunction**<br>**How would you describe the problem from each theoretical orientation? (50-75 words each)** | | | |
    | **Strategies for Change**<br>**How is change accomplished? (50-75 words each)** | | | |
    | **List Three Treatment Interventions** | Intervention 1:<br>Intervention 2:<br>Intervention 3: | Intervention 1:<br>Intervention 2:<br>Intervention 3: | |
    | **Important Ethical Considerations (50-75 words each)** | | | |
    | **Using clinical judgment, how would this theory help the family in your scenario establish a new homeostasis? (50-75 words each)** | | | |

    References

    © 2026. Grand Canyon University. All Rights Reserved.

    © 2026. Grand Canyon University. All Rights Reserved.

    ## image1.png

    **## Topic7CNL-500-RS-CaseStudyAnalysis-4.docx**

    ![A black text on a white background AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/topic-7-chart)

    Remember to address the goals from your chosen counseling theory, not the counseling goals of symptom reduction. When counseling theory goals are being met, the client’s mental health symptoms will decrease.

    **CNL-500 Case Study Analysis (Option 1)**

    **Client Name:** Ana

    **Client age:** 24

    **Gender:** F

    **Presenting Problem**

    Client states, “I recently lost my job and feel hopeless. I can’t sleep and don’t feel like eating.” Client also reports she has lost 10 pounds during the last 2 months. Client states that she is a solo parent and is worried about becoming homeless. Client states, “I worry all the time. I can’t get my brain to shut off. My husband is in the military and currently serving in an overseas combat zone for the next eight months. I worry about him all the time.”

    **Behavioral Observations**

    Client arrived 30 minutes early for her appointment. Client stated that she had never been in counseling before. Client depressed and anxious, as evidenced by shaking hands and tearfulness as she filled out her intake paperwork. Ana made little eye contact as she described what brought her into treatment. Client speech was halting. Client affect flat. Client appeared willing to commit to eight sessions of treatment authorized by her insurance company.

    **General Background**

    Client is a 24-year-old first-generation immigrant from Guatemala. Ana was furloughed from her job as a loan officer at local bank three months ago. Client reported that she was from a wealthy family in Guatemala but does not want to ask for help. Client speaks fluent Spanish.

    **Education**

    Client has completed one year of college with a major in business. Client states that she left college after her son was born as she found it difficult to manage a baby, college, and a full-time job.

    **Family Background**

    Client is the middle of four siblings. Client has two older brothers and one younger sister. Client’s parents have been married for 27 years. Client states that she has had a “close” relationship with her family, although she states that her father is a “heavy drinker.” Client states that all her brothers and sisters have graduated from college and have professional careers. Client states that her father is a banker, and her mother is an educator. Client states that she has not seen her family for 1 year. Client has a 1-year-old son and states that she is sometimes “overwhelmed” by raising him alone.

    **Major Stressors**

    · Lack of family and supportive friends

    · Financial problems due to job loss

    · Husband deployed overseas

    · Raising a baby by herself

    **CNL-500 Case Study Analysis (Option 2)**

    **Client Name:** Jae

    **Client age:** 19

    **Gender:** F

    **Presenting Problem**

    Client reports wanting to discuss family stressors, her tearful and anxious mood, and previous abuse. Client disclosed a family history of conflict and abuse at intake, including physical and emotional abuse from her aunt and uncle, who had raised her, and sexual abuse from a male cousin.

    **Behavioral Observations** Client presented in oversized clothes with leg “bouncing” and eyes darting around the counseling office. Client sat on the edge of the chair, placed her backpack in front of her, and held the strap with both hands. Client stated that she had never been in counseling before. Signs of depression and anxiety. Client appeared willing to commit to eight sessions of treatment authorized by her student insurance.

    **General Background**

    Client is a 19-year-old individual Chinese American college student who was assigned female at birth and had known she was “probably gay” for about a year. Client stated that she felt affirmed and supported in her sexual identity at school, and the idea of coming out to her family seemed “unimaginable,” such that it felt too distant to be a current source of stress and was not something she was worried about.

    **Education**

    Client is currently starting her second year of college at a local university. She lives on campus with a roommate and is studying sociology.

    **Family Background** Client’s mother had died when she was young, and she had been raised from an early age with her aunt, uncle, and an older male cousin in the United States, while her father and older sister lived in China. Her uncle, father, and cousin were withdrawn and emotionally distant, while her sister and aunt depended a great deal on her for emotional support. Client’s sister, who was primarily responsible for taking care of her father, exhibited strong affective and relational dysregulation, suicidal ideation, and substance use; her aunt frequently drank heavily, became sad, and texted the client. Client became tearful as she described her deep concern for her sister, whom she felt would be doing better, perhaps even living independently, if she was a “better support.”

    **Major Stressors**

    · Previous abuse

    · Family relationships

    · Sexual orientation

    **CNL-500 Case Study Analysis (Option 3)**

    **Client Name:** Tommy

    **Client age:** 8

    **Gender:** M

    **Presenting Problem**

    Client has been increasingly disruptive the past few months. He has verbal outbursts and pushes classroom materials onto the floor after being given an academic task during quiet work time. His verbal outbursts include yelling that he is not doing the assignment, telling a student to shut up, using profanity, and calling student’s names. His teachers do feel that they spend about an hour per day dealing with the behavior, and they usually respond to client’s behavior by scolding him or by initiating an office referral.

    **General Background** Client is an 8-year-old bi-racial boy who enjoys baseball, swimming, and baking. He does not like art activities or large crowds. Tommy has a good sense of humor, but he can be irritable. He is fearful around new people and may become quiet and more reserved in those situations. His parents and teachers talk him through exposure to new people. Client is highly verbal and speaks in sentences. Client is above grade level in reading. He enjoys reading, and his favorite book is
    _Percy Jackson and the Lightning Thief._ According to client, he dislikes writing. Most of his writing is simple sentences with a great deal of grammatical errors and little detail. He also struggles with math, in which he is approximately two grade levels below. He has recently learned how to pitch left-handed. Client has a new baby brother who is 5 months old.

    School Classroom Environment

    Client attends a regular K-5 public elementary school; however, client is new to the school. Client is in the third grade. There are 19 students in his class. Client has two segments in a resource special education (SPED) class with five other students. Client also has one co-teaching segment for math. His teacher is very organized and structured; she is loving and understanding about the client’s needs.

    Previous Interventions

    Tommy has attended this school for two months now. Initially, he seemed to acclimate to the

    the new school well. However, things have gotten more difficult for him lately. Client’s teacher

    set up some rewards for him to earn if he does not engage in the disruptive behavior. His

    behavior has not improved, and it has been difficult for his team to identify “why” he is engaging

    in the behavior.

    **Major Stressors**

    · New school

    · Academics

    · New sibling

    **CNL-500 Case Study Analysis (Option 4)**

    **Client Name:** Brett

    **Client age:** 15

    **Gender:** AMAB (assigned male at birth)

    **Presenting Problem**

    Client has been missing school often due to recurring medical issues (i.e., urinary tract infection (UTI). Client often tries to get out of attending the physical education (P.E.) course; when attending P.E., the client refuses to change clothes in the locker room. Client has had several outbursts and fights with other students. Client also appears withdrawn and isolated while in school. Client reported issues of bullying and being picked on by upperclassmen. Client’s grades have continued to drop over the last 2 school years; however, client is barely passing several classes this semester. School counselor met with client due to presenting problems. Client disclosed that they have been experiencing gender dysphoria and are questioning their gender identity.

    **General Background** Client is 15-year-old sophomore in high school. Client stated that they have always been interested in more “girly” things and was always happy to play dolls and dress up with his younger sister. Client stated their dad is a “masculine man” and always harps on the client to “man up.” Client stated that his dad hates that they like theater and choir instead of playing sports like football or basketball. Client wanted to grow their hair out, but their dad made them “buzz it all off.” Client reported feeling safer and closer with their mother and sister than their dad or older brother. Client stated they have “always felt different” than other people but never understood why. The last 2 years, client has been questioning their gender identity, and stated that since the client has started puberty their symptoms have gotten significantly worse. Client stated they hated their body before, but even more so with the ways their body is changing now. Client shared they hate their body so much they won’t “dress out” in the locker room during P.E. They refuse to use the bathroom at school, even if they really need to, because they don’t feel comfortable or safe using the boy’s bathroom and there is no gender-neutral bathroom at the school. This has led to numerous UTIs and significant discomfort.

    School Environment

    Client attends a regular public high school, grades 9-12. The school has a diverse student population for race, culture, and ethnicity; however, few students have explored sexual orientation openly at the school and no students have openly explored gender identity prior to this client. School district, school staff, administration, and teachers are open to creating a school where all students feel safe and accepted.

    **Major Stressors**

    · Gender exploration/gender identity

    · Gender dysphoria

    · Family dynamics

    · Bullying

    · Academics

    **CNL-500 Case Study Analysis (Option 5)**

    **Client Name:** Imani

    **Client age:** 35

    **Gender:** M

    **Presenting Problem** Client is a refugee from East Africa and presents for problems related to feelings of fear and anxiety. The client reports having “panic attacks” since he arrived in the United States 10 years ago. He fled the family home with his sister and grandmother to a refugee camp prior to coming to the United States. He has difficulty remembering specific details. He vividly recalls the torture and death of his parents. Over the last six months, he has been having nightmares and flashbacks about childhood and is not sleeping well. His grades are slipping because of his inability to concentrate and not getting enough rest. He has withdrawn from his friendships and describes himself as depressed and anxious. He requests help with his concentration and ability to sleep so that he can complete his degree and go on to graduate school in finance.

    **Behavioral Observations** Client is well dressed. He is fluent in English. Client makes minimal eye contact and at times appears to have a fixed gaze. He speaks in a very soft voice and takes a long time to respond. Client presents with a blunted affect with occasional outbursts of agitation when asked for additional information. He exhibits little to no emotion when discussing his childhood trauma. He seems detached from the experiences.

    General Background

    The client was granted an immigration waiver as a victim of violence but is not officially a U.S. citizen. Client lives in an apartment with three other roommates; jokingly, the client says that his roommates describe him as moody. He works part time at a local retail store. Client has a strained relationship with his grandmother, who is highly critical of him. His younger sister, who is 19 years old, lives with their grandmother. He does not have any other family members.

    Education

    Client is a nontraditional undergraduate student. He is currently a senior in college at a local university. Client is worried as his grades are “slipping” and he worries it could impact his ability to get into graduate school.

    **Major Stressors**

    · Previous trauma

    · Academics

    · “Anxiety and Depression”

    **CNL-500 Case Study Analysis (Option 6)**

    **Client Name:** Samantha

    **Client age:** 11

    **Gender:** F

    **Presenting Problem**

    Client was once social, outgoing, and engaged in her classroom; however, she has become increasingly withdrawn and isolated. She no longer talks or “hangs out” with her friends at lunch or recess. Client often is teary-eyed during school but states that nothing is wrong. Client was a straight A student but has recently been struggling with turning her work in on time, organization, and concentration during classes. Her grades have slipped to Bs and Cs.

    **General Background** Client is an 11-year-old white female. She is an only child and her parents recently filed for divorce. She is a cheerleader on her junior high squad. She was the team captain; however, she has been “demoted” for tardiness and lack of energy at practice and games. Coach stated she is “just going through the motions.” Parents, coach, friends, and teachers reach out to her, but she pushes everyone away and becomes more withdrawn the more people try to help. The school counselor invited Samantha to have lunch once a week and after several lunch meetings, Samantha disclosed that her parents were getting divorced and “it was all her fault.” Client believes if she were a better child, her parents would be happy together. Client shared that she has thought about cutting herself (i.e., nonsuicidal self-injury) but has been too scared to try. Client denies suicidal ideation but cried when sharing that she “just wants her pain to stop.”

    School Classroom Environment

    Client is in the sixth grade at a regular middle school (grades 6-8). Client appeared “popular” among her peers and involved in extracurricular activities. Client has begun after school tutoring to help her raise her grades and help her organize her schoolwork. Client stated that she feels embarrassed to go to tutoring but “like I don’t care at all at the same time.” Client shared that her favorite parts of the school day are during class changes because she can “disappear into the sea of students” in between class periods.

    **Major Stressors**

    · Parents’ divorce

    · Academics

    © 2026. Grand Canyon University. All Rights Reserved.

    ## image1.png

    **## Topic7CNL-500-RS-CaseStudyAnalysis-4.docx**

    ![A black text on a white background AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/topic-7-chart)

    Remember to address the goals from your chosen counseling theory, not the counseling goals of symptom reduction. When counseling theory goals are being met, the client’s mental health symptoms will decrease.

    **CNL-500 Case Study Analysis (Option 1)**

    **Client Name:** Ana

    **Client age:** 24

    **Gender:** F

    **Presenting Problem**

    Client states, “I recently lost my job and feel hopeless. I can’t sleep and don’t feel like eating.” Client also reports she has lost 10 pounds during the last 2 months. Client states that she is a solo parent and is worried about becoming homeless. Client states, “I worry all the time. I can’t get my brain to shut off. My husband is in the military and currently serving in an overseas combat zone for the next eight months. I worry about him all the time.”

    **Behavioral Observations**

    Client arrived 30 minutes early for her appointment. Client stated that she had never been in counseling before. Client depressed and anxious, as evidenced by shaking hands and tearfulness as she filled out her intake paperwork. Ana made little eye contact as she described what brought her into treatment. Client speech was halting. Client affect flat. Client appeared willing to commit to eight sessions of treatment authorized by her insurance company.

    **General Background**

    Client is a 24-year-old first-generation immigrant from Guatemala. Ana was furloughed from her job as a loan officer at local bank three months ago. Client reported that she was from a wealthy family in Guatemala but does not want to ask for help. Client speaks fluent Spanish.

    **Education**

    Client has completed one year of college with a major in business. Client states that she left college after her son was born as she found it difficult to manage a baby, college, and a full-time job.

    **Family Background**

    Client is the middle of four siblings. Client has two older brothers and one younger sister. Client’s parents have been married for 27 years. Client states that she has had a “close” relationship with her family, although she states that her father is a “heavy drinker.” Client states that all her brothers and sisters have graduated from college and have professional careers. Client states that her father is a banker, and her mother is an educator. Client states that she has not seen her family for 1 year. Client has a 1-year-old son and states that she is sometimes “overwhelmed” by raising him alone.

    **Major Stressors**

    · Lack of family and supportive friends

    · Financial problems due to job loss

    · Husband deployed overseas

    · Raising a baby by herself

    **CNL-500 Case Study Analysis (Option 2)**

    **Client Name:** Jae

    **Client age:** 19

    **Gender:** F

    **Presenting Problem**

    Client reports wanting to discuss family stressors, her tearful and anxious mood, and previous abuse. Client disclosed a family history of conflict and abuse at intake, including physical and emotional abuse from her aunt and uncle, who had raised her, and sexual abuse from a male cousin.

    **Behavioral Observations** Client presented in oversized clothes with leg “bouncing” and eyes darting around the counseling office. Client sat on the edge of the chair, placed her backpack in front of her, and held the strap with both hands. Client stated that she had never been in counseling before. Signs of depression and anxiety. Client appeared willing to commit to eight sessions of treatment authorized by her student insurance.

    **General Background**

    Client is a 19-year-old individual Chinese American college student who was assigned female at birth and had known she was “probably gay” for about a year. Client stated that she felt affirmed and supported in her sexual identity at school, and the idea of coming out to her family seemed “unimaginable,” such that it felt too distant to be a current source of stress and was not something she was worried about.

    **Education**

    Client is currently starting her second year of college at a local university. She lives on campus with a roommate and is studying sociology.

    **Family Background** Client’s mother had died when she was young, and she had been raised from an early age with her aunt, uncle, and an older male cousin in the United States, while her father and older sister lived in China. Her uncle, father, and cousin were withdrawn and emotionally distant, while her sister and aunt depended a great deal on her for emotional support. Client’s sister, who was primarily responsible for taking care of her father, exhibited strong affective and relational dysregulation, suicidal ideation, and substance use; her aunt frequently drank heavily, became sad, and texted the client. Client became tearful as she described her deep concern for her sister, whom she felt would be doing better, perhaps even living independently, if she was a “better support.”

    **Major Stressors**

    · Previous abuse

    · Family relationships

    · Sexual orientation

    **CNL-500 Case Study Analysis (Option 3)**

    **Client Name:** Tommy

    **Client age:** 8

    **Gender:** M

    **Presenting Problem**

    Client has been increasingly disruptive the past few months. He has verbal outbursts and pushes classroom materials onto the floor after being given an academic task during quiet work time. His verbal outbursts include yelling that he is not doing the assignment, telling a student to shut up, using profanity, and calling student’s names. His teachers do feel that they spend about an hour per day dealing with the behavior, and they usually respond to client’s behavior by scolding him or by initiating an office referral.

    **General Background** Client is an 8-year-old bi-racial boy who enjoys baseball, swimming, and baking. He does not like art activities or large crowds. Tommy has a good sense of humor, but he can be irritable. He is fearful around new people and may become quiet and more reserved in those situations. His parents and teachers talk him through exposure to new people. Client is highly verbal and speaks in sentences. Client is above grade level in reading. He enjoys reading, and his favorite book is
    _Percy Jackson and the Lightning Thief._ According to client, he dislikes writing. Most of his writing is simple sentences with a great deal of grammatical errors and little detail. He also struggles with math, in which he is approximately two grade levels below. He has recently learned how to pitch left-handed. Client has a new baby brother who is 5 months old.

    School Classroom Environment

    Client attends a regular K-5 public elementary school; however, client is new to the school. Client is in the third grade. There are 19 students in his class. Client has two segments in a resource special education (SPED) class with five other students. Client also has one co-teaching segment for math. His teacher is very organized and structured; she is loving and understanding about the client’s needs.

    Previous Interventions

    Tommy has attended this school for two months now. Initially, he seemed to acclimate to the

    the new school well. However, things have gotten more difficult for him lately. Client’s teacher

    set up some rewards for him to earn if he does not engage in the disruptive behavior. His

    behavior has not improved, and it has been difficult for his team to identify “why” he is engaging

    in the behavior.

    **Major Stressors**

    · New school

    · Academics

    · New sibling

    **CNL-500 Case Study Analysis (Option 4)**

    **Client Name:** Brett

    **Client age:** 15

    **Gender:** AMAB (assigned male at birth)

    **Presenting Problem**

    Client has been missing school often due to recurring medical issues (i.e., urinary tract infection (UTI). Client often tries to get out of attending the physical education (P.E.) course; when attending P.E., the client refuses to change clothes in the locker room. Client has had several outbursts and fights with other students. Client also appears withdrawn and isolated while in school. Client reported issues of bullying and being picked on by upperclassmen. Client’s grades have continued to drop over the last 2 school years; however, client is barely passing several classes this semester. School counselor met with client due to presenting problems. Client disclosed that they have been experiencing gender dysphoria and are questioning their gender identity.

    **General Background** Client is 15-year-old sophomore in high school. Client stated that they have always been interested in more “girly” things and was always happy to play dolls and dress up with his younger sister. Client stated their dad is a “masculine man” and always harps on the client to “man up.” Client stated that his dad hates that they like theater and choir instead of playing sports like football or basketball. Client wanted to grow their hair out, but their dad made them “buzz it all off.” Client reported feeling safer and closer with their mother and sister than their dad or older brother. Client stated they have “always felt different” than other people but never understood why. The last 2 years, client has been questioning their gender identity, and stated that since the client has started puberty their symptoms have gotten significantly worse. Client stated they hated their body before, but even more so with the ways their body is changing now. Client shared they hate their body so much they won’t “dress out” in the locker room during P.E. They refuse to use the bathroom at school, even if they really need to, because they don’t feel comfortable or safe using the boy’s bathroom and there is no gender-neutral bathroom at the school. This has led to numerous UTIs and significant discomfort.

    School Environment

    Client attends a regular public high school, grades 9-12. The school has a diverse student population for race, culture, and ethnicity; however, few students have explored sexual orientation openly at the school and no students have openly explored gender identity prior to this client. School district, school staff, administration, and teachers are open to creating a school where all students feel safe and accepted.

    **Major Stressors**

    · Gender exploration/gender identity

    · Gender dysphoria

    · Family dynamics

    · Bullying

    · Academics

    **CNL-500 Case Study Analysis (Option 5)**

    **Client Name:** Imani

    **Client age:** 35

    **Gender:** M

    **Presenting Problem** Client is a refugee from East Africa and presents for problems related to feelings of fear and anxiety. The client reports having “panic attacks” since he arrived in the United States 10 years ago. He fled the family home with his sister and grandmother to a refugee camp prior to coming to the United States. He has difficulty remembering specific details. He vividly recalls the torture and death of his parents. Over the last six months, he has been having nightmares and flashbacks about childhood and is not sleeping well. His grades are slipping because of his inability to concentrate and not getting enough rest. He has withdrawn from his friendships and describes himself as depressed and anxious. He requests help with his concentration and ability to sleep so that he can complete his degree and go on to graduate school in finance.

    **Behavioral Observations** Client is well dressed. He is fluent in English. Client makes minimal eye contact and at times appears to have a fixed gaze. He speaks in a very soft voice and takes a long time to respond. Client presents with a blunted affect with occasional outbursts of agitation when asked for additional information. He exhibits little to no emotion when discussing his childhood trauma. He seems detached from the experiences.

    General Background

    The client was granted an immigration waiver as a victim of violence but is not officially a U.S. citizen. Client lives in an apartment with three other roommates; jokingly, the client says that his roommates describe him as moody. He works part time at a local retail store. Client has a strained relationship with his grandmother, who is highly critical of him. His younger sister, who is 19 years old, lives with their grandmother. He does not have any other family members.

    Education

    Client is a nontraditional undergraduate student. He is currently a senior in college at a local university. Client is worried as his grades are “slipping” and he worries it could impact his ability to get into graduate school.

    **Major Stressors**

    · Previous trauma

    · Academics

    · “Anxiety and Depression”

    **CNL-500 Case Study Analysis (Option 6)**

    **Client Name:** Samantha

    **Client age:** 11

    **Gender:** F

    **Presenting Problem**

    Client was once social, outgoing, and engaged in her classroom; however, she has become increasingly withdrawn and isolated. She no longer talks or “hangs out” with her friends at lunch or recess. Client often is teary-eyed during school but states that nothing is wrong. Client was a straight A student but has recently been struggling with turning her work in on time, organization, and concentration during classes. Her grades have slipped to Bs and Cs.

    **General Background** Client is an 11-year-old white female. She is an only child and her parents recently filed for divorce. She is a cheerleader on her junior high squad. She was the team captain; however, she has been “demoted” for tardiness and lack of energy at practice and games. Coach stated she is “just going through the motions.” Parents, coach, friends, and teachers reach out to her, but she pushes everyone away and becomes more withdrawn the more people try to help. The school counselor invited Samantha to have lunch once a week and after several lunch meetings, Samantha disclosed that her parents were getting divorced and “it was all her fault.” Client believes if she were a better child, her parents would be happy together. Client shared that she has thought about cutting herself (i.e., nonsuicidal self-injury) but has been too scared to try. Client denies suicidal ideation but cried when sharing that she “just wants her pain to stop.”

    School Classroom Environment

    Client is in the sixth grade at a regular middle school (grades 6-8). Client appeared “popular” among her peers and involved in extracurricular activities. Client has begun after school tutoring to help her raise her grades and help her organize her schoolwork. Client stated that she feels embarrassed to go to tutoring but “like I don’t care at all at the same time.” Client shared that her favorite parts of the school day are during class changes because she can “disappear into the sea of students” in between class periods.

    **Major Stressors**

    · Parents’ divorce

    · Academics

    © 2026. Grand Canyon University. All Rights Reserved.

    ## image1.png

    **## Topic7ChartInstructions.docx**

    **Feminist, Solution-Focused, and Narrative Theory Application Comparison Chart (Obj. 7.1 and 7.2)**

    Assessment Traits

    Requires Lopeswrite

    Assessment Description

    The purpose of this assignment is to compare and contrast the core principles of Feminist, Solution-Focused, and Narrative theories. By completing the “Feminist, Solution-Focused, and Narrative Theory Application Comparison Chart", you will gain a deeper understanding of the foundational concepts, key contributors, and therapeutic applications of each theoretical approach. The goal is to evaluate how these constructivist theories inform contemporary counseling practice and contribute to the development of an integrated theoretical perspective.

    Read the “Case Study Analysis” document and select one of six case studies.

    Use three to four scholarly sources to complete the attached “Feminist, Solution-Focused, and Narrative Theory Application Comparison Chart” document.

    Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

    This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

    You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

    **## Topic7CNL-500-RS-T7-FeministSolution-FocusedandNarrativeTheoryApplicationComparisonComparisonChartBlank.docx**

    ![A black text on a white background AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/topic-7-chart)

    **CNL-500 Topic 7: Feminist, Solution-Focused, and Narrative Theory Application Comparison Chart**

    **Directions:** Access the attached Case Study Analysis resource. Select one of the case studies to apply to this assignment. Then, complete the chart below. Complete the specific fields listed in the chart for each theory. All sections will require a 50-75-word description except for the section where you list the three treatment interventions. Include three to four scholarly resources and in-text citation as appropriate. Include a full APA reference for the resources used below.

    | | | | |
    | — | — | — | — |
    | | **Feminist Theory** | **Solution-Focused Theory** | **Narrative Theory** |
    | **Roles of the Counselor and Client(s) (50-75 words each)** | | | |
    | **Describe the state of dysfunction**<br>**How would you describe the problem from each theoretical orientation? (50-75 words each)** | | | |
    | **Strategies for Change**<br>**How is change accomplished? (50-75 words each)** | | | |
    | **List Three Treatment Interventions** | Intervention 1:<br>Intervention 2:<br>Intervention 3: | Intervention 1:<br>Intervention 2:<br>Intervention 3: | |
    | **Important Ethical Considerations (50-75 words each)** | | | |
    | **Using clinical judgment, how would this theory help the family in your scenario establish a new homeostasis? (50-75 words each)** | | | |

    References

    © 2026. Grand Canyon University. All Rights Reserved.

    © 2026. Grand Canyon University. All Rights Reserved.

    ## image1.png

    **## Topic7CNL-500-RS-CaseStudyAnalysis-4.docx**

    ![A black text on a white background AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/topic-7-chart)

    Remember to address the goals from your chosen counseling theory, not the counseling goals of symptom reduction. When counseling theory goals are being met, the client’s mental health symptoms will decrease.

    **CNL-500 Case Study Analysis (Option 1)**

    **Client Name:** Ana

    **Client age:** 24

    **Gender:** F

    **Presenting Problem**

    Client states, “I recently lost my job and feel hopeless. I can’t sleep and don’t feel like eating.” Client also reports she has lost 10 pounds during the last 2 months. Client states that she is a solo parent and is worried about becoming homeless. Client states, “I worry all the time. I can’t get my brain to shut off. My husband is in the military and currently serving in an overseas combat zone for the next eight months. I worry about him all the time.”

    **Behavioral Observations**

    Client arrived 30 minutes early for her appointment. Client stated that she had never been in counseling before. Client depressed and anxious, as evidenced by shaking hands and tearfulness as she filled out her intake paperwork. Ana made little eye contact as she described what brought her into treatment. Client speech was halting. Client affect flat. Client appeared willing to commit to eight sessions of treatment authorized by her insurance company.

    **General Background**

    Client is a 24-year-old first-generation immigrant from Guatemala. Ana was furloughed from her job as a loan officer at local bank three months ago. Client reported that she was from a wealthy family in Guatemala but does not want to ask for help. Client speaks fluent Spanish.

    **Education**

    Client has completed one year of college with a major in business. Client states that she left college after her son was born as she found it difficult to manage a baby, college, and a full-time job.

    **Family Background**

    Client is the middle of four siblings. Client has two older brothers and one younger sister. Client’s parents have been married for 27 years. Client states that she has had a “close” relationship with her family, although she states that her father is a “heavy drinker.” Client states that all her brothers and sisters have graduated from college and have professional careers. Client states that her father is a banker, and her mother is an educator. Client states that she has not seen her family for 1 year. Client has a 1-year-old son and states that she is sometimes “overwhelmed” by raising him alone.

    **Major Stressors**

    · Lack of family and supportive friends

    · Financial problems due to job loss

    · Husband deployed overseas

    · Raising a baby by herself

    **CNL-500 Case Study Analysis (Option 2)**

    **Client Name:** Jae

    **Client age:** 19

    **Gender:** F

    **Presenting Problem**

    Client reports wanting to discuss family stressors, her tearful and anxious mood, and previous abuse. Client disclosed a family history of conflict and abuse at intake, including physical and emotional abuse from her aunt and uncle, who had raised her, and sexual abuse from a male cousin.

    **Behavioral Observations** Client presented in oversized clothes with leg “bouncing” and eyes darting around the counseling office. Client sat on the edge of the chair, placed her backpack in front of her, and held the strap with both hands. Client stated that she had never been in counseling before. Signs of depression and anxiety. Client appeared willing to commit to eight sessions of treatment authorized by her student insurance.

    **General Background**

    Client is a 19-year-old individual Chinese American college student who was assigned female at birth and had known she was “probably gay” for about a year. Client stated that she felt affirmed and supported in her sexual identity at school, and the idea of coming out to her family seemed “unimaginable,” such that it felt too distant to be a current source of stress and was not something she was worried about.

    **Education**

    Client is currently starting her second year of college at a local university. She lives on campus with a roommate and is studying sociology.

    **Family Background** Client’s mother had died when she was young, and she had been raised from an early age with her aunt, uncle, and an older male cousin in the United States, while her father and older sister lived in China. Her uncle, father, and cousin were withdrawn and emotionally distant, while her sister and aunt depended a great deal on her for emotional support. Client’s sister, who was primarily responsible for taking care of her father, exhibited strong affective and relational dysregulation, suicidal ideation, and substance use; her aunt frequently drank heavily, became sad, and texted the client. Client became tearful as she described her deep concern for her sister, whom she felt would be doing better, perhaps even living independently, if she was a “better support.”

    **Major Stressors**

    · Previous abuse

    · Family relationships

    · Sexual orientation

    **CNL-500 Case Study Analysis (Option 3)**

    **Client Name:** Tommy

    **Client age:** 8

    **Gender:** M

    **Presenting Problem**

    Client has been increasingly disruptive the past few months. He has verbal outbursts and pushes classroom materials onto the floor after being given an academic task during quiet work time. His verbal outbursts include yelling that he is not doing the assignment, telling a student to shut up, using profanity, and calling student’s names. His teachers do feel that they spend about an hour per day dealing with the behavior, and they usually respond to client’s behavior by scolding him or by initiating an office referral.

    **General Background** Client is an 8-year-old bi-racial boy who enjoys baseball, swimming, and baking. He does not like art activities or large crowds. Tommy has a good sense of humor, but he can be irritable. He is fearful around new people and may become quiet and more reserved in those situations. His parents and teachers talk him through exposure to new people. Client is highly verbal and speaks in sentences. Client is above grade level in reading. He enjoys reading, and his favorite book is
    _Percy Jackson and the Lightning Thief._ According to client, he dislikes writing. Most of his writing is simple sentences with a great deal of grammatical errors and little detail. He also struggles with math, in which he is approximately two grade levels below. He has recently learned how to pitch left-handed. Client has a new baby brother who is 5 months old.

    School Classroom Environment

    Client attends a regular K-5 public elementary school; however, client is new to the school. Client is in the third grade. There are 19 students in his class. Client has two segments in a resource special education (SPED) class with five other students. Client also has one co-teaching segment for math. His teacher is very organized and structured; she is loving and understanding about the client’s needs.

    Previous Interventions

    Tommy has attended this school for two months now. Initially, he seemed to acclimate to the

    the new school well. However, things have gotten more difficult for him lately. Client’s teacher

    set up some rewards for him to earn if he does not engage in the disruptive behavior. His

    behavior has not improved, and it has been difficult for his team to identify “why” he is engaging

    in the behavior.

    **Major Stressors**

    · New school

    · Academics

    · New sibling

    **CNL-500 Case Study Analysis (Option 4)**

    **Client Name:** Brett

    **Client age:** 15

    **Gender:** AMAB (assigned male at birth)

    **Presenting Problem**

    Client has been missing school often due to recurring medical issues (i.e., urinary tract infection (UTI). Client often tries to get out of attending the physical education (P.E.) course; when attending P.E., the client refuses to change clothes in the locker room. Client has had several outbursts and fights with other students. Client also appears withdrawn and isolated while in school. Client reported issues of bullying and being picked on by upperclassmen. Client’s grades have continued to drop over the last 2 school years; however, client is barely passing several classes this semester. School counselor met with client due to presenting problems. Client disclosed that they have been experiencing gender dysphoria and are questioning their gender identity.

    **General Background** Client is 15-year-old sophomore in high school. Client stated that they have always been interested in more “girly” things and was always happy to play dolls and dress up with his younger sister. Client stated their dad is a “masculine man” and always harps on the client to “man up.” Client stated that his dad hates that they like theater and choir instead of playing sports like football or basketball. Client wanted to grow their hair out, but their dad made them “buzz it all off.” Client reported feeling safer and closer with their mother and sister than their dad or older brother. Client stated they have “always felt different” than other people but never understood why. The last 2 years, client has been questioning their gender identity, and stated that since the client has started puberty their symptoms have gotten significantly worse. Client stated they hated their body before, but even more so with the ways their body is changing now. Client shared they hate their body so much they won’t “dress out” in the locker room during P.E. They refuse to use the bathroom at school, even if they really need to, because they don’t feel comfortable or safe using the boy’s bathroom and there is no gender-neutral bathroom at the school. This has led to numerous UTIs and significant discomfort.

    School Environment

    Client attends a regular public high school, grades 9-12. The school has a diverse student population for race, culture, and ethnicity; however, few students have explored sexual orientation openly at the school and no students have openly explored gender identity prior to this client. School district, school staff, administration, and teachers are open to creating a school where all students feel safe and accepted.

    **Major Stressors**

    · Gender exploration/gender identity

    · Gender dysphoria

    · Family dynamics

    · Bullying

    · Academics

    **CNL-500 Case Study Analysis (Option 5)**

    **Client Name:** Imani

    **Client age:** 35

    **Gender:** M

    **Presenting Problem** Client is a refugee from East Africa and presents for problems related to feelings of fear and anxiety. The client reports having “panic attacks” since he arrived in the United States 10 years ago. He fled the family home with his sister and grandmother to a refugee camp prior to coming to the United States. He has difficulty remembering specific details. He vividly recalls the torture and death of his parents. Over the last six months, he has been having nightmares and flashbacks about childhood and is not sleeping well. His grades are slipping because of his inability to concentrate and not getting enough rest. He has withdrawn from his friendships and describes himself as depressed and anxious. He requests help with his concentration and ability to sleep so that he can complete his degree and go on to graduate school in finance.

    **Behavioral Observations** Client is well dressed. He is fluent in English. Client makes minimal eye contact and at times appears to have a fixed gaze. He speaks in a very soft voice and takes a long time to respond. Client presents with a blunted affect with occasional outbursts of agitation when asked for additional information. He exhibits little to no emotion when discussing his childhood trauma. He seems detached from the experiences.

    General Background

    The client was granted an immigration waiver as a victim of violence but is not officially a U.S. citizen. Client lives in an apartment with three other roommates; jokingly, the client says that his roommates describe him as moody. He works part time at a local retail store. Client has a strained relationship with his grandmother, who is highly critical of him. His younger sister, who is 19 years old, lives with their grandmother. He does not have any other family members.

    Education

    Client is a nontraditional undergraduate student. He is currently a senior in college at a local university. Client is worried as his grades are “slipping” and he worries it could impact his ability to get into graduate school.

    **Major Stressors**

    · Previous trauma

    · Academics

    · “Anxiety and Depression”

    **CNL-500 Case Study Analysis (Option 6)**

    **Client Name:** Samantha

    **Client age:** 11

    **Gender:** F

    **Presenting Problem**

    Client was once social, outgoing, and engaged in her classroom; however, she has become increasingly withdrawn and isolated. She no longer talks or “hangs out” with her friends at lunch or recess. Client often is teary-eyed during school but states that nothing is wrong. Client was a straight A student but has recently been struggling with turning her work in on time, organization, and concentration during classes. Her grades have slipped to Bs and Cs.

    **General Background** Client is an 11-year-old white female. She is an only child and her parents recently filed for divorce. She is a cheerleader on her junior high squad. She was the team captain; however, she has been “demoted” for tardiness and lack of energy at practice and games. Coach stated she is “just going through the motions.” Parents, coach, friends, and teachers reach out to her, but she pushes everyone away and becomes more withdrawn the more people try to help. The school counselor invited Samantha to have lunch once a week and after several lunch meetings, Samantha disclosed that her parents were getting divorced and “it was all her fault.” Client believes if she were a better child, her parents would be happy together. Client shared that she has thought about cutting herself (i.e., nonsuicidal self-injury) but has been too scared to try. Client denies suicidal ideation but cried when sharing that she “just wants her pain to stop.”

    School Classroom Environment

    Client is in the sixth grade at a regular middle school (grades 6-8). Client appeared “popular” among her peers and involved in extracurricular activities. Client has begun after school tutoring to help her raise her grades and help her organize her schoolwork. Client stated that she feels embarrassed to go to tutoring but “like I don’t care at all at the same time.” Client shared that her favorite parts of the school day are during class changes because she can “disappear into the sea of students” in between class periods.

    **Major Stressors**

    · Parents’ divorce

    · Academics

    © 2026. Grand Canyon University. All Rights Reserved.

    ## image1.png

    **## Topic7ChartInstructions.docx**

    **Feminist, Solution-Focused, and Narrative Theory Application Comparison Chart (Obj. 7.1 and 7.2)**

    Assessment Traits

    Requires Lopeswrite

    Assessment Description

    The purpose of this assignment is to compare and contrast the core principles of Feminist, Solution-Focused, and Narrative theories. By completing the “Feminist, Solution-Focused, and Narrative Theory Application Comparison Chart", you will gain a deeper understanding of the foundational concepts, key contributors, and therapeutic applications of each theoretical approach. The goal is to evaluate how these constructivist theories inform contemporary counseling practice and contribute to the development of an integrated theoretical perspective.

    Read the “Case Study Analysis” document and select one of six case studies.

    Use three to four scholarly sources to complete the attached “Feminist, Solution-Focused, and Narrative Theory Application Comparison Chart” document.

    Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

    This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

    You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

    **## Topic7CNL-500-RS-T7-FeministSolution-FocusedandNarrativeTheoryApplicationComparisonComparisonChartBlank.docx**

    ![A black text on a white background AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/topic-7-chart)

    **CNL-500 Topic 7: Feminist, Solution-Focused, and Narrative Theory Application Comparison Chart**

    **Directions:** Access the attached Case Study Analysis resource. Select one of the case studies to apply to this assignment. Then, complete the chart below. Complete the specific fields listed in the chart for each theory. All sections will require a 50-75-word description except for the section where you list the three treatment interventions. Include three to four scholarly resources and in-text citation as appropriate. Include a full APA reference for the resources used below.

    | | | | |
    | — | — | — | — |
    | | **Feminist Theory** | **Solution-Focused Theory** | **Narrative Theory** |
    | **Roles of the Counselor and Client(s) (50-75 words each)** | | | |
    | **Describe the state of dysfunction**<br>**How would you describe the problem from each theoretical orientation? (50-75 words each)** | | | |
    | **Strategies for Change**<br>**How is change accomplished? (50-75 words each)** | | | |
    | **List Three Treatment Interventions** | Intervention 1:<br>Intervention 2:<br>Intervention 3: | Intervention 1:<br>Intervention 2:<br>Intervention 3: | |
    | **Important Ethical Considerations (50-75 words each)** | | | |
    | **Using clinical judgment, how would this theory help the family in your scenario establish a new homeostasis? (50-75 words each)** | | | |

    References

    © 2026. Grand Canyon University. All Rights Reserved.

    © 2026. Grand Canyon University. All Rights Reserved.

    ## image1.png

    **## Topic7CNL-500-RS-CaseStudyAnalysis-4.docx**

    ![A black text on a white background AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/topic-7-chart)

    Remember to address the goals from your chosen counseling theory, not the counseling goals of symptom reduction. When counseling theory goals are being met, the client’s mental health symptoms will decrease.

    **CNL-500 Case Study Analysis (Option 1)**

    **Client Name:** Ana

    **Client age:** 24

    **Gender:** F

    **Presenting Problem**

    Client states, “I recently lost my job and feel hopeless. I can’t sleep and don’t feel like eating.” Client also reports she has lost 10 pounds during the last 2 months. Client states that she is a solo parent and is worried about becoming homeless. Client states, “I worry all the time. I can’t get my brain to shut off. My husband is in the military and currently serving in an overseas combat zone for the next eight months. I worry about him all the time.”

    **Behavioral Observations**

    Client arrived 30 minutes early for her appointment. Client stated that she had never been in counseling before. Client depressed and anxious, as evidenced by shaking hands and tearfulness as she filled out her intake paperwork. Ana made little eye contact as she described what brought her into treatment. Client speech was halting. Client affect flat. Client appeared willing to commit to eight sessions of treatment authorized by her insurance company.

    **General Background**

    Client is a 24-year-old first-generation immigrant from Guatemala. Ana was furloughed from her job as a loan officer at local bank three months ago. Client reported that she was from a wealthy family in Guatemala but does not want to ask for help. Client speaks fluent Spanish.

    **Education**

    Client has completed one year of college with a major in business. Client states that she left college after her son was born as she found it difficult to manage a baby, college, and a full-time job.

    **Family Background**

    Client is the middle of four siblings. Client has two older brothers and one younger sister. Client’s parents have been married for 27 years. Client states that she has had a “close” relationship with her family, although she states that her father is a “heavy drinker.” Client states that all her brothers and sisters have graduated from college and have professional careers. Client states that her father is a banker, and her mother is an educator. Client states that she has not seen her family for 1 year. Client has a 1-year-old son and states that she is sometimes “overwhelmed” by raising him alone.

    **Major Stressors**

    · Lack of family and supportive friends

    · Financial problems due to job loss

    · Husband deployed overseas

    · Raising a baby by herself

    **CNL-500 Case Study Analysis (Option 2)**

    **Client Name:** Jae

    **Client age:** 19

    **Gender:** F

    **Presenting Problem**

    Client reports wanting to discuss family stressors, her tearful and anxious mood, and previous abuse. Client disclosed a family history of conflict and abuse at intake, including physical and emotional abuse from her aunt and uncle, who had raised her, and sexual abuse from a male cousin.

    **Behavioral Observations** Client presented in oversized clothes with leg “bouncing” and eyes darting around the counseling office. Client sat on the edge of the chair, placed her backpack in front of her, and held the strap with both hands. Client stated that she had never been in counseling before. Signs of depression and anxiety. Client appeared willing to commit to eight sessions of treatment authorized by her student insurance.

    **General Background**

    Client is a 19-year-old individual Chinese American college student who was assigned female at birth and had known she was “probably gay” for about a year. Client stated that she felt affirmed and supported in her sexual identity at school, and the idea of coming out to her family seemed “unimaginable,” such that it felt too distant to be a current source of stress and was not something she was worried about.

    **Education**

    Client is currently starting her second year of college at a local university. She lives on campus with a roommate and is studying sociology.

    **Family Background** Client’s mother had died when she was young, and she had been raised from an early age with her aunt, uncle, and an older male cousin in the United States, while her father and older sister lived in China. Her uncle, father, and cousin were withdrawn and emotionally distant, while her sister and aunt depended a great deal on her for emotional support. Client’s sister, who was primarily responsible for taking care of her father, exhibited strong affective and relational dysregulation, suicidal ideation, and substance use; her aunt frequently drank heavily, became sad, and texted the client. Client became tearful as she described her deep concern for her sister, whom she felt would be doing better, perhaps even living independently, if she was a “better support.”

    **Major Stressors**

    · Previous abuse

    · Family relationships

    · Sexual orientation

    **CNL-500 Case Study Analysis (Option 3)**

    **Client Name:** Tommy

    **Client age:** 8

    **Gender:** M

    **Presenting Problem**

    Client has been increasingly disruptive the past few months. He has verbal outbursts and pushes classroom materials onto the floor after being given an academic task during quiet work time. His verbal outbursts include yelling that he is not doing the assignment, telling a student to shut up, using profanity, and calling student’s names. His teachers do feel that they spend about an hour per day dealing with the behavior, and they usually respond to client’s behavior by scolding him or by initiating an office referral.

    **General Background** Client is an 8-year-old bi-racial boy who enjoys baseball, swimming, and baking. He does not like art activities or large crowds. Tommy has a good sense of humor, but he can be irritable. He is fearful around new people and may become quiet and more reserved in those situations. His parents and teachers talk him through exposure to new people. Client is highly verbal and speaks in sentences. Client is above grade level in reading. He enjoys reading, and his favorite book is
    _Percy Jackson and the Lightning Thief._ According to client, he dislikes writing. Most of his writing is simple sentences with a great deal of grammatical errors and little detail. He also struggles with math, in which he is approximately two grade levels below. He has recently learned how to pitch left-handed. Client has a new baby brother who is 5 months old.

    School Classroom Environment

    Client attends a regular K-5 public elementary school; however, client is new to the school. Client is in the third grade. There are 19 students in his class. Client has two segments in a resource special education (SPED) class with five other students. Client also has one co-teaching segment for math. His teacher is very organized and structured; she is loving and understanding about the client’s needs.

    Previous Interventions

    Tommy has attended this school for two months now. Initially, he seemed to acclimate to the

    the new school well. However, things have gotten more difficult for him lately. Client’s teacher

    set up some rewards for him to earn if he does not engage in the disruptive behavior. His

    behavior has not improved, and it has been difficult for his team to identify “why” he is engaging

    in the behavior.

    **Major Stressors**

    · New school

    · Academics

    · New sibling

    **CNL-500 Case Study Analysis (Option 4)**

    **Client Name:** Brett

    **Client age:** 15

    **Gender:** AMAB (assigned male at birth)

    **Presenting Problem**

    Client has been missing school often due to recurring medical issues (i.e., urinary tract infection (UTI). Client often tries to get out of attending the physical education (P.E.) course; when attending P.E., the client refuses to change clothes in the locker room. Client has had several outbursts and fights with other students. Client also appears withdrawn and isolated while in school. Client reported issues of bullying and being picked on by upperclassmen. Client’s grades have continued to drop over the last 2 school years; however, client is barely passing several classes this semester. School counselor met with client due to presenting problems. Client disclosed that they have been experiencing gender dysphoria and are questioning their gender identity.

    **General Background** Client is 15-year-old sophomore in high school. Client stated that they have always been interested in more “girly” things and was always happy to play dolls and dress up with his younger sister. Client stated their dad is a “masculine man” and always harps on the client to “man up.” Client stated that his dad hates that they like theater and choir instead of playing sports like football or basketball. Client wanted to grow their hair out, but their dad made them “buzz it all off.” Client reported feeling safer and closer with their mother and sister than their dad or older brother. Client stated they have “always felt different” than other people but never understood why. The last 2 years, client has been questioning their gender identity, and stated that since the client has started puberty their symptoms have gotten significantly worse. Client stated they hated their body before, but even more so with the ways their body is changing now. Client shared they hate their body so much they won’t “dress out” in the locker room during P.E. They refuse to use the bathroom at school, even if they really need to, because they don’t feel comfortable or safe using the boy’s bathroom and there is no gender-neutral bathroom at the school. This has led to numerous UTIs and significant discomfort.

    School Environment

    Client attends a regular public high school, grades 9-12. The school has a diverse student population for race, culture, and ethnicity; however, few students have explored sexual orientation openly at the school and no students have openly explored gender identity prior to this client. School district, school staff, administration, and teachers are open to creating a school where all students feel safe and accepted.

    **Major Stressors**

    · Gender exploration/gender identity

    · Gender dysphoria

    · Family dynamics

    · Bullying

    · Academics

    **CNL-500 Case Study Analysis (Option 5)**

    **Client Name:** Imani

    **Client age:** 35

    **Gender:** M

    **Presenting Problem** Client is a refugee from East Africa and presents for problems related to feelings of fear and anxiety. The client reports having “panic attacks” since he arrived in the United States 10 years ago. He fled the family home with his sister and grandmother to a refugee camp prior to coming to the United States. He has difficulty remembering specific details. He vividly recalls the torture and death of his parents. Over the last six months, he has been having nightmares and flashbacks about childhood and is not sleeping well. His grades are slipping because of his inability to concentrate and not getting enough rest. He has withdrawn from his friendships and describes himself as depressed and anxious. He requests help with his concentration and ability to sleep so that he can complete his degree and go on to graduate school in finance.

    **Behavioral Observations** Client is well dressed. He is fluent in English. Client makes minimal eye contact and at times appears to have a fixed gaze. He speaks in a very soft voice and takes a long time to respond. Client presents with a blunted affect with occasional outbursts of agitation when asked for additional information. He exhibits little to no emotion when discussing his childhood trauma. He seems detached from the experiences.

    General Background

    The client was granted an immigration waiver as a victim of violence but is not officially a U.S. citizen. Client lives in an apartment with three other roommates; jokingly, the client says that his roommates describe him as moody. He works part time at a local retail store. Client has a strained relationship with his grandmother, who is highly critical of him. His younger sister, who is 19 years old, lives with their grandmother. He does not have any other family members.

    Education

    Client is a nontraditional undergraduate student. He is currently a senior in college at a local university. Client is worried as his grades are “slipping” and he worries it could impact his ability to get into graduate school.

    **Major Stressors**

    · Previous trauma

    · Academics

    · “Anxiety and Depression”

    **CNL-500 Case Study Analysis (Option 6)**

    **Client Name:** Samantha

    **Client age:** 11

    **Gender:** F

    **Presenting Problem**

    Client was once social, outgoing, and engaged in her classroom; however, she has become increasingly withdrawn and isolated. She no longer talks or “hangs out” with her friends at lunch or recess. Client often is teary-eyed during school but states that nothing is wrong. Client was a straight A student but has recently been struggling with turning her work in on time, organization, and concentration during classes. Her grades have slipped to Bs and Cs.

    **General Background** Client is an 11-year-old white female. She is an only child and her parents recently filed for divorce. She is a cheerleader on her junior high squad. She was the team captain; however, she has been “demoted” for tardiness and lack of energy at practice and games. Coach stated she is “just going through the motions.” Parents, coach, friends, and teachers reach out to her, but she pushes everyone away and becomes more withdrawn the more people try to help. The school counselor invited Samantha to have lunch once a week and after several lunch meetings, Samantha disclosed that her parents were getting divorced and “it was all her fault.” Client believes if she were a better child, her parents would be happy together. Client shared that she has thought about cutting herself (i.e., nonsuicidal self-injury) but has been too scared to try. Client denies suicidal ideation but cried when sharing that she “just wants her pain to stop.”

    School Classroom Environment

    Client is in the sixth grade at a regular middle school (grades 6-8). Client appeared “popular” among her peers and involved in extracurricular activities. Client has begun after school tutoring to help her raise her grades and help her organize her schoolwork. Client stated that she feels embarrassed to go to tutoring but “like I don’t care at all at the same time.” Client shared that her favorite parts of the school day are during class changes because she can “disappear into the sea of students” in between class periods.

    **Major Stressors**

    · Parents’ divorce

    · Academics

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    Due 4/30 5 pm EST 300 words not including title and min 3 ref APA ## **Sexual Brokenness** In your post, identify which question you are addressing. Refer to your course materials and outside resources to support your responses. **Option 1**: What are the effects of pornography consumption on the in…

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    Assignment Prompt & Instructions

    Due  4/30  5 pm EST

    300 words not including title and min 3 ref  APA

    ## **Sexual Brokenness**

    In your post, identify which question you are addressing. Refer to your course materials and outside resources to support your responses.

    **Option 1**: What are the effects of pornography consumption on the individual, relationships, and families? Is the use of pornography ever helpful to an individual or couple? Why or why not? Discuss potential counseling and/or spiritual interventions.

    **Option 2**: Compulsive Sexual Behavior Disorder and Sexual Addiction

    Refer to your course readings and outside resources to discuss the **recently added** diagnosis of _Compulsive Sexual Behavior Disorder_ (CSBD) in the International Classification of Diseases (ICD-11) and current treatment recommendations. Compare what you find with what is shared in your textbooks. What are the similarities and differences? Include information on the various models of assisting the betrayed spouse (there is a growing model that is trauma-informed).

    **Option 3**: Sexual identity conflicts and Gender Dysphoria

    Refer to your course readings and outside resources to discuss the issue of Sexual Identity conflict and Gender Dysphoria. What are the various models of responding to these presenting issues? How might the Christian counselor ethically respond to these topics?

    **Option 4**: Refer to your course readings and outside resources to discuss the role of the church in addressing sexual brokenness issues. What are the potential barriers to offering these resources in the Church? Research to locate resources that are currently available to the local church. How might a Christian helping professional come alongside the local church to provide support?