Week 7 Homework Exercise CCMH/525 Version 3 1 University of Phoenix Material Week 7 Homework Exercise Answer the following questions in 25 to 50 words each, covering material from Ch. 13 of Methods in Behavioral Research: 1. A researcher is studying the effects of yoga on depression. Participants are randomly assigned to one of two groups: yoga and medication, which is the experimental group; or support group and medication, which is the control group. What is the null hypothesis? What is the research hypothesis? 2. In the scenario described in the previous question, the researcher implements two programs simultaneously: a six-week yoga program coupled with medication management and a six-week support group program coupled with medication management. At the end of the six weeks, participants complete a questionnaire measuring depression. The researcher compares the mean score of the experimental group with the mean score of the control group. What statistical test would be most appropriate for this purpose? Explain your response. 3. In the scenario described in the previous questions, the researcher predicted that participants in the experimental group—yoga plus medication—would score significantly lower on measures of depression than would participants in the control group—support group plus medication. True or false: A two-tailed test of significance is most appropriate in this case. Explain your response. 4. Explain the relationship between the alpha level, or significance level and Type 1 error. 5. A researcher is studying the effects of sex—male and female—and dietary sugar on energy level. Male and female participants agree to follow either a high-sugar or a low-sugar diet for eight weeks. The researcher asks the participants to complete a number of questionnaires, including one assessing energy level, before and after the program. The researcher is interested in determining whether a high- or a low-sugar diet affects reported energy levels differently for men and women. At the end of the program, the researcher examines scores on the energy level scale for the following groups: a. Men: low-sugar diet b. Men: high-sugar diet c. Women: low-sugar diet d. Women: high-sugar diet What statistic could the researcher use to assess the data? 6. Use the information presented in the previous question to discuss one possible main effect that might emerge from the analysis and one possible interaction that might emerge. Copyright © 2017, 2015 by University of Phoenix. All rights reserved. 40 Basic Counseling Skills Rubric Name: __________________________________ Course:___________________________ Form Completed by:_________________________________________ Counseling Skills Meets target (1) Exceeds target (2) Does not meet target (0) Grade 1. Counseling Relationship Counselor demonstrates an ability to develop and deepen the counseling relationship with the client by displaying positive regard, r ...

1. Week 7 Homework Exercise
CCMH/525 Version 3
1
University of Phoenix Material
Week 7 Homework Exercise
Answer the following questions in 25 to 50 words each,
covering material from Ch. 13 of Methods in Behavioral
Research:
1. A researcher is studying the effects of yoga on depression.
Participants are randomly assigned to one of two groups: yoga
and medication, which is the experimental group; or support
group and medication, which is the control group. What is the
null hypothesis? What is the research hypothesis?
2. In the scenario described in the previous question, the
researcher implements two programs simultaneously: a six-week
yoga program coupled with medication management and a six-
week support group program coupled with medication
management. At the end of the six weeks, participants complete
a questionnaire measuring depression. The researcher compares
the mean score of the experimental group with the mean score
of the control group. What statistical test would be most
appropriate for this purpose? Explain your response.
3. In the scenario described in the previous questions, the
researcher predicted that participants in the experimental
group—yoga plus medication—would score significantly lower
on measures of depression than would participants in the control
group—support group plus medication. True or false: A two-
tailed test of significance is most appropriate in this case.
Explain your response.

2. 4. Explain the relationship between the alpha level, or
significance level and Type 1 error.
5. A researcher is studying the effects of sex—male and
female—and dietary sugar on energy level. Male and female
participants agree to follow either a high-sugar or a low-sugar
diet for eight weeks. The researcher asks the participants to
complete a number of questionnaires, including one assessing
energy level, before and after the program. The researcher is
interested in determining whether a high- or a low-sugar diet
affects reported energy levels differently for men and women.
At the end of the program, the researcher examines scores on
the energy level scale for the following groups:
a. Men: low-sugar diet
b. Men: high-sugar diet
c. Women: low-sugar diet
d. Women: high-sugar diet
What statistic could the researcher use to assess the data?
6. Use the information presented in the previous question to
discuss one possible main effect that might emerge from the
analysis and one possible interaction that might emerge.
Copyright © 2017, 2015 by University of Phoenix. All rights
reserved.
40

3. Basic Counseling Skills Rubric
Name: __________________________________
Course:___________________________ Form Completed
by:_________________________________________
Counseling Skills Meets target (1) Exceeds target (2) Does not
meet target (0) Grade
1. Counseling
Relationship
Counselor demonstrates an ability to
develop and deepen the counseling
relationship with the client by
displaying positive regard, respect,
warmth, non-judgmental attitude,
empathy, authenticity, and
congruence.
Counselor demonstrates strong ability in
establishing counseling relationship. Adept in

4. conveying positive regard, respect, warmth,
non-judgmental attitude, empathy, authenticity,
and congruence.
Counselor does not sufficiently develop
and deepen the counseling relationship by
demonstrating the ability to display
positive regard, respect, warmth, non-
judgmental attitude, empathy, authenticity
and congruence.
Comments
2. Comprehensive
use of skills
Counselor demonstrates the use of a
range of counseling skills including
open ended questions, summarization,
clarification, etc.

5. Counselor demonstrates a strong ability to
effectively and appropriately utilize a wide
range of counseling skills.
Range of skills used was too narrow
and/or skills incorrectly applied.
Comments
3. Structure and
direction of
interview
Counselor demonstrates the ability to
maintain structure, focus, and
direction of the interview, proceeding
through defined stages, and is able to
end session effectively.
Counselor demonstrates strong ability in
creating and maintaining clear structure and

6. productive focus over the course of the
interview.
Counselor does not demonstrate the
ability to maintain structure, focus, and
direction of the interview.
Comments
4. Accurate
Attention to affect,
content and
meaning
Counselor adequately explores and
reflects client’s expression of affect,

7. content or meaning.
Counselor demonstrates strong ability in
attending to client affect, content, and meaning
as demonstrated by accurate and effective
reflection, exploration and summarization.
Counselor does not actively, accurately,
and/or sufficiently explore and reflect
client’s expression of affect, content or
meaning.
Comments
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8. 41
Expanded Counseling Skills and Dispositions Rubric
Name: ______________________________
Course:____________________________ Form Completed
by:___________________________________________
Counseling Skills Meets target (1) Exceeds target (2) Does not
meet target (0) Grade
1. Counseling
Relationship
Counselor demonstrates an ability to develop
and deepen the counseling relationship with
the client by displaying positive regard,
respect, warmth, non-judgmental attitude,
empathy, authenticity, and congruence.
Counselor demonstrates strong ability in
establishing counseling relationship. Adept in
conveying positive regard, respect, warmth, non-

9. judgmental attitude, empathy, authenticity, and
congruence.
Counselor does not sufficiently develop
and deepen the counseling relationship by
demonstrating the ability to display
positive regard, respect, warmth, non-
judgmental attitude, empathy, authenticity
and congruence.
Comments
2. Comprehensive
use of skills
Counselor demonstrates the use of a range of
counseling skills including open ended
questions, summarization, clarification, etc.
For group counseling, skills include scanning,
facilitating member to member

10. communication, mediated confrontation, etc.
Counselor demonstrates a strong ability to
effectively and appropriately utilize a wide
range of individual and/or group counseling
skills.
Range of skills used was too narrow and/or
skills incorrectly applied.
Comments
3. Structure and
direction of
session
Counselor demonstrates the ability to maintain
structure, focus, and direction of the
interview, proceeding through defined stages,
and is able to end session effectively. For
Group counseling, counselor is able to

11. identify and use stages of group appropriately.
Counselor demonstrates strong ability in
creating and maintaining clear structure and
productive focus over the course of counseling
session(s).
Counselor does not demonstrate the ability
to maintain structure, focus, and direction
of the session. In group counseling, is
unable to make effective use of stages of
group process.
Comments
4. Accurate
Attention to
affect, content

12. and meaning
Counselor adequately explores and reflects
client’s expression of affect, content or
meaning.
Counselor demonstrates strong ability in
attending to client affect, content, and meaning
as demonstrated by accurate and effective
reflection, exploration and summarization.
Counselor does not actively, accurately,
and/or sufficiently explore and reflect
client’s expression of affect, content or
meaning.
Comments
bjcomb2
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13. 42
5. Professional
Role Skills
Counselor adequately demonstrates an
understanding of professional and ethical
behaviors, responsibilities, relationships
and/or demeanor.
Counselor demonstrates a sophisticated
understanding of professional and ethical
behaviors, responsibilities, relationships and/or
demeanor.
Counselor does not demonstrate an
understanding of professional and ethical
behaviors, responsibilities, relationships
and/or demeanor.

14. Comments
6. Case
Conceptualization
Skills
Counselor demonstrates the capacity to
formulate a clear understanding of the client’s
problem integrating cultural, historical,
developmental and contextual elements to
design a counseling plan to work with the
client; Can articulate case from a theoretical
perspective.
Counselor demonstrates a superior ability to
formulate a clear understanding of the client’s
problem integrating cultural, historical,
developmental and contextual elements to
design a counseling plan to work with the client,

15. and articulate case from a theoretical
perspective.
Counselor does not demonstrate the ability
to formulate a clear understanding of the
client’s problem integrating cultural,
historical, developmental and contextual
elements to design a counseling plan to
work with the client. Cannot articulate case
from a theoretical perspective.
Comments
7. Personal
Growth Skills
Counselor adequately demonstrates ability for
self reflection; can articulate how one’s own
struggles

16. can influence the counseling relationship;
responds positively to feedback; and seeks
supervision as needed. Counselor adequately
demonstrates ability to understand how own
values and ethnocentric biases can impede the
counseling process.
Counselor demonstrates a superior ability to self
reflect, articulate own struggles and its impact
on the counseling process, and minimize impact
of own values and bias on the counseling
process. Make good use of feedback and
supervision.
Counselor does not demonstrate ability for
self reflection, articulation of own
struggles, and their impact on the
counseling process. Counselor fails to
minimize impact of own values and bias
on the counseling process and/or does not

17. respond positively to feedback and seek
supervision as needed.
Comments
Grade of 7 needed to pass. Total Grade for this
student_________________
bjcomb2
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43
Presentation and Technology Rubric
Target Exceeds

18. Target
Falls short of target Comments
Professionalism
(appearance,
presentation, timing)
Speaker(s) demonstrate basic
competency in professional
presentation, dress, and demeanor.
Timing within limits.
Speakers' presentation skills are at a
professional level, appearance and
dress are very professional.
Presentation timed perfectly.
Presentation skills fall short
of professional level (e.g.
reading) and/or speaker
dress and appearance less

19. than professional. Timing
off – either too long or too
short.
Organization &
Preparation
(materials and content)
Presentation well planned and
organized, content on target. If
group presentation, appropriate
balance between members.
Presentation demonstrated excellent
preparation, use of scholarly
material, and polished organization.
Poor organization or
preparation for presentation.
If group presentation, lack

20. of balance in contributions
of members.
Accuracy
(assignment specific tasks)
Accurately attended to all elements
of assignment.
Professional level mastery and
demonstration of all aspects of
assignment.
Some challenges in the
understanding or
demonstration of
assignment.
Internet and Counseling
Research
Presentation demonstrates ability
to access appropriate databases,

21. and use and assess other internet
materials.
Presentation evidences ability to
output search information in several
formats, use advanced features
database
Inadequate or inappropriate
use of data bases or other
internet materials.
Software application.
Ability to create basic documents
as needed including word
documents, tables, basic
spreadsheets, databases, and power
point slides.
Ability to create basic web pages,

22. integrate hyperlinks, and ability to
construct complex spreadsheets using
data bases such as SPSS or SAS
Less than adequate use of
word processing and other
software databases.
Audiovisual equipment
Knows how to use audio/visual
equipment. (e.g. DVD/VHS
players,
LCD projector with computer, etc )
Able to download audio or video
clips and display insert clips into
PowerPoint slides;
use equipment to create audio or
video materials (e.g., Windows
Movie Maker, podcasts).

23. Less than adequate
knowledge and ability to use
audiovisual equipment.
bjcomb2
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Academic Writing and Critical Thinking Rubric
Name:
_______________________________________Course:_______
___________________Form Completed
by:________________________________________
Meets criteria (1) Surpasses criteria (2) Does not meet criteria
(0) Grade
Fluidity and Clarity
of Expression

24. Ideas clearly expressed allowing for
smooth reading and understanding.
Ideas are expertly presented and indicate
a sophisticated level of understanding.
Ideas are not clearly expressed
and/or do not allow for smooth
reading and understanding.
Punctuation and
Grammar
Paper adheres to all common rules of
spelling, grammar, punctuation,
capitalization, word choice, tense
agreement, sentence structure (no
fragments or run-ons) and correct
modification (no misplaced or dangling

25. modifiers).
Paper demonstrates a superior level of
writing ability clearly adhering to all
common rules of spelling, grammar,
and punctuation.
Paper does not adhere to common
rules of punctuation and/or
grammar.
Organization
Paper moves along in an organized fashion;
begins with an introduction that
advances central idea(s); transitions are
used to link parts; parts are linked by a
unifying ideas, and paper concludes
with a summary of ideas presented.
Paper is very well organized beginning

26. with an introduction that advances central
idea(s) in a sophisticated manner;
transition between elements are well
executed and conclusion summary
includes both material and research.
Paper does not move along in an
organized fashion; and/or central
ideas are not advanced or lack
transition.
Elaboration and
Detail
Main point(s) of paper is adequately
developed; sufficient use of supporting
details, examples, illustrations that
support the development of main ideas.

27. Main point(s) of paper is exceedingly
well developed with numerous
supporting details, examples, and
illustrations.
Main point of paper is
inadequately developed;
insufficient use of supporting
details or examples to develop
the main ideas.
Format and
Research
Techniques
Paper is written in proper APA format
including proper citation of an
appropriate variety of references;
source material is smoothly integrated.

28. Paper adheres to all rules of APA
formatting and citation of references;
expertly and smoothly integrating a wide
variety of source material.
Paper is not written in proper
APA, and/or does not include
proper citation of a variety of
references.
bjcomb2
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45
Critical Thinking:
Basic Level

29. Knowledge- describe
Comprehension-
understanding
Written material demonstrates knowledge
of fact, theories, methods, procedures, etc.,
and comprehension of subject indicating
awareness of how the material, theory or
research is relevant.
Written material demonstrates a
sophisticated knowledge and
comprehension of subject and clearly
articulates how the material is relevant.
Written material does not
demonstrate knowledge and
comprehension of subject, nor
indicates an awareness of how the

30. material or data is relevant.
Critical Thinking:
Mid Level
Application-usage
Analysis-compare
Written material demonstrates the ability to
break the material into the component parts,
apply the material appropriately
understanding it’s complexity, and the
relationship between the various elements.
Written material demonstrates a
sophisticated ability to break the material
into the component parts, apply the
material appropriately demonstrating
complex relationships between various

31. elements and making inferences about the
various elements.
Written material does not
demonstrates the ability to break the
material into the component parts,
apply appropriately, nor
understanding it’s complexity, and
the relationship between the various
elements.
Critical Thinking:
Advanced Level
Synthesis- critique
Evaluation-make
judgments, create
Written material demonstrates the
ability to synthesize or put

32. knowledge/theory together into new
and integrated whole, while also
making evaluative decisions about the
material integrating and assessing from
a variety of perspectives and contexts.
Written material demonstrates a
sophisticated ability to critically
synthesize, critique and evaluate the
material integrating a wide variety of
perspectives and contexts.
Written material does not
demonstrate the ability to
analyze, synthesize, and critique
material.
Comments:

33. Total Score: __________
bjcomb2
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46
Basic Attitudes/Values and Dispositions of the Counseling
Profession Rubric
Name:
____________________________________________Course:
________________________________
The Faculty recognizes the importance of belief sets held by
students and are aware that personal values often influence
one’s work. There is consensus within the Department that any
attempt to impose values that are inconsistent with
counseling goals is inappropriate (ACA Code of Ethics A.4.b).
The Faculty will seek to resolve such issues in a
formative manner such that the student is able to be a fully
functional counselor. Each student is expected to exhibit the
key dispositions with clients and colleagues in a manner that is
consistent with the prevailing and established ethics and
values within the profession.

34. Attitude and
Values
Students will:
Level 1
Does not
demonstrate
knowledge and
understanding
Level 2
Demonstrates
knowledge and
understanding
Level 3
Competency
reflected in
behavior/
application

35. Respect the
potential within
the whole person
and her/his
experience
Value: individual uniqueness,
individual belief systems, human
potential, potential for change,
cultural diversity, and resilience.
Value overall
health and
wellbeing of self
and others
Value: personal balance,
emotional health, self-care:
service to others,
pro-social advocacy,

36. equity and access;
Attend to issues of discrimination,
power, privilege, oppression.
Respect the
nature of the
counseling
process as a
vehicle for
change
Honor the human struggle.
Value the role of pain in the
growth process.
Value the use of self and the
interpersonal
process.
Commitment to
professional

37. development
Value continued learning growth;
Value engagement in the
community of professionals.
Fundamental
Values for
counseling
Value ethical practice including:
Autonomy, Beneficence,
Non-malfeasance, Veracity,
Justice, Fidelity.
Comments:
bjcomb2
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38. After you've met with your partner and recorded the therapeutic
video revisit this week, you will complete a two to three-page
written analysis of the interaction (excluding the title and APA
reference pages).
You should critique (1) your partner as the therapist, and then
(2) a brief description of your perspective as the client based on
the therapy provided during this video revisit.
For the critique of your partner as therapist, look at the Basic
Counseling Skills Rubric (PDF). You will look at the "Basic
Counseling Skills Rubric" for examples of what to include and
structure your written critique (scoring within your critique
is not necessary). Refer directly to the video to support the
points within your critique.
For your brief description of your perspective as the client,
what were helpful aspects of the session? What was unhelpful?
Describe.
https://youtu.be/WlSq_8IMCQc