PSY 382 Module 2 Assignment 2 Presenting the good life

PSY 382 Module 2 Assignment 2 Presenting the good life

PSY 382 Module 2 Assignment 2 Presenting the good life

 PSY 382 Module 1 Assignment 3 Living the Full-life For more classes visit www.snaptutorial.com Living the Full-life What is living the full-life? Consider the three basic pillars of positive psychology—the pleasant life, the good life, and the meaningful life. Living the successful blend of these three pillars is considered living the full-life.

3 PSY 382 Enthusiastic Study/snaptutorial.com PSY 382 Module 2 Assignment 2 Presenting the Good Life For more classes visit www.snaptutorial.com Positive psychology focuses on three important concepts of the pleasant life, the good life, and the meaningful life. Seligman (2005) purports that experiencing these three pillars of positive psychology creates “the full-life.” This assignment focuses on the second pillar: the good life.

This course is designed to introduce you to the various ways of conducting research in community psychology. We will focus on the cycle of research and action in community psychology, which includes identifying the values and assumptions underlying the research, creating participatory research relationships and processes, framing the research purpose, questions, or hypotheses, deciding on the research methodology, choosing from an array of qualitative and quantitative methods, gathering and analyzing the data, and feeding back and communicating the findings to stimulate community action and social change. Both traditional scientific and alternative philosophies of science will be considered.

Students will be exposed to a variety of research methods, including quasi-experiments, correlational studies, and naturalistic field studies. More attention will be paid to qualitative methods than quantitative methods, since students have little exposure to qualitative methods in other psychology courses. Qualitative research design, sampling issues, qualitative interviewing and observation, and qualitative data analysis will be considered. These methods will be applied to different types of community research, including needs assessment (indicator approaches, key informant interviews, and community forums), program evaluation (evaluability assessment, process, outcome, and cost-effectiveness evaluation), participatory action research, and basic research in community psychology. Ethical issues in community research will also be addressed.

Course Objectives:

The objectives for this course in research in community psychology are as follows:

• to increase students= understanding of the different research frameworks and methodological approaches that are used in community psychology research,  including: the major paradigms and philosophies of science in community research, the importance of field work in participatory action research, qualitative and quantitative methods, and different types of program evaluation
• to develop students= skills in constructing a program logic model/evaluability assessment of a human service program
• to develop students= skills in critically reviewing qualitative and quantitative research articles in community psychology
• to enhance students= skills in the design, implementation, and analysis of qualitative interviews
• to increase students= skills in constructing proposals for community research
• to excite students about doing community psychology research!

Course Process:

I want to engage you in an active learning process. To this end, I will use an adult education model, emphasizing student participation in the course. I expect you to attend class, to come prepared, and to actively participate in class discussions. I will present mini-lectures on many of the different topics. However, a considerable amount  of in-class time will be spent on discussion and problem-solving in community research.

Overview of Evaluation and Marks:

There are no exams in the course, and there is not a great deal of assigned reading that is required. Rather your mark is based on assignments and a research proposal that will provide you with experience in reviewing, formulating, and conducting community research. Also, part of your mark will be based on your attendance and participation. Please note that you will be penalized for handing in some assignments late at the rate of 2 percentage points per day. Of course allowances will be made for illness or personal issues that are beyond your control.

Requirement	Grade %	Date Due
Group Assignment #1 – Program Logic Model Assignment	10%	Oct. 9
Individual Assignment #1 – Review of Qualitative Research Article Assignment	15%	Oct. 23
Group Assignment #2 – Qualitative Research Assignment	15%	Nov. 11
Research Proposal – First Draft	15%	Nov. 20
Research Proposal – Final Draft	30%	Dec. 9
Class Attendance and Participation	15%

Group Assignments:

There are two group assignments. Students will work in groups of roughly 4 people for the group assignments. Different groups will be formed for each assignment. Each of the assignments should be about 5-7 pages in length.

Group assignment #1 – Program logic model/evaluability assessment report (10%):

For this assignment, I=d like you to construct an evaluability assessment or program logic model. You can pick a program that you have done or are doing as a field placement. To collect the information required for this report, I suggest that you interview a staff member from the program and look at any relevant program documents. I will provide you with more information on how to do this in class.

Group assignment #2 – Qualitative interview report (15%):

For this assignment, I=d like you to design, conduct, analyze, verify, and report the results of a qualitative interview. Group members will interview one another for this project. I will provide you with more information on how to do this in class.

Individual assignment – Review of qualitative research article (15%):

From the list of journals at the end of the outline or from some other source, I want you to choose one qualitative research article. The research must use qualitative data as its primary source of information. Pick an article related to an issue that is of interest to you.

Research Proposal (45%):

You have choice as to whether you want to do the research proposal by yourself or with one or more partners and what the focus of the proposal will be. I encourage you to choose a topic in community psychology research that is of interest and importance to you. If you plan to go on and do an undergraduate thesis in Psychology in the area of community psychology, the research proposal could be a building block towards a thesis. The first draft of the proposal is worth 15%, and the final draft is worth 30%.

Class Attendance and Participation (15%)

I will take attendance for each class. I will also note your contributions to class discussions and your preparation for class assignments, and I will have you do an evaluation of the peers that you work with for your group assignments.

Community Psychology Research and Evaluation Journals:

Applied and Preventive Psychology

American Journal of Community Psychology

Canadian Journal of Community Mental Health

Canadian Journal of Program Evaluation

Community Mental Health Journal

Evaluation and the Health Professions

Evaluation and Program Planning

Evaluation Review

International Journal of Qualitative Methods

Journal of Community Psychology

Journal of Community and Applied Social Psychology

Journal of Prevention and Intervention in the Community (formerly Prevention in Human Services)

Journal of Primary Prevention

Prevention and Treatment (on-line journal)

Qualitative Health Research

Qualitative Inquiry

New Course Drop Dates, 2002-03

September 6:	final day to cancel Fall term and Fall/Winter session registration with no tuition charge (cancellation fee applies)
September 20:	final day to drop 12-week and Fall/Winter course(s) or withdraw at 10% tuition charge
November 4:	final day to drop course(s) or withdraw from 12-week course(s) without failure and for tuition adjustment
January 3:	final day to cancel Winter term registration with no tuition charge (cancellation fee applies)
January 17:	final day to drop 12-week course(s) or withdraw at 10% tuition charge
March 10:	final day to drop course(s) or withdraw from two-term or 12-week Winter term course(s) without failure and for tuition adjustment

Examination Deferrals

The Academic Date section of the Calendar (Printed and Web Site Versions) clearly states the examination date period for each semester. Students must note that they are required to reserve this time in their personal calendars for the examinations. The examination period for this course is DECEMBER 5 – 19, 2002. Students who are considering registering to write MCAT, LSAT or GMAT or a similar examination, should select a time for those examinations that occurs outside the University examination period. For additional information that describes the special circumstances for examination deferment, consult the University calendar.

Student Awareness of the Special Needs Office

Students with disabilities or special needs, are advised to contact Laurier=s Special Needs Office for information regarding its services and resources. Students are encouraged to review the Calendar for information regarding all services available on campus.

Academic and Research Misconduct

Academic misconduct is an act by a student, or by students working on a team project, which may result in a false evaluation of the student(s), or which represents a deliberate attempt to unfairly gain an academic advantage. Academic misconduct includes: please refer to page 74 in the 2002/2003 Undergraduate Calendar.

Plagiarism Detection Software

Wilfrid Laurier University uses software that can check for plagiarism. Students may be required to submit their written work in electronic form and have it checked for plagiarism.