View one or more of the following Ted Talks videos.

• A Simple and Smart Way to Fix Climate Change (16:31) (Links to an external site.)– In this talk, Dan Miller shares his passion and empathy for saving our planet.
• Forget Climate Apocalypse. There’s Hope For Our Warming Planet (13:21) (Links to an external site.) – In this talk, journalist Jelmer Mommers discusses the real story behind climate change. The truth is more human and peaceful than fiction, because millions of people are working to end the era of fossil fuels, along with the violence and inequality that have accompanied this era from the beginning.
• Paul Gliding: The Earth is Full (16:46) (Links to an external site.) – In this video, Paul Gliding discusses the consumed space by humans living on earth and the resources used. He addresses the devastating consequences in his terrifying yet hopeful talk.
• Steve Howard: Let’s Go All-In on Selling Sustainability (13:18) – (Links to an external site.) Steve Howard, the chief sustainability officer at the IKEA, talks about his quest to sell eco-friendly materials and practices to both internal and worldwide customers. In his talk, he lays the challenge for other global giants because sustainability has gone from a nice-to-do to a must-do.
• Why Don’t I Care About Climate Change (13:10) (Links to an external site.)– In this talk, teen philanthropist David Saddington explains why people do not care about climate change and provides a new perspective on climate change and why people really should care.
• The Reality of Climate Change (16:34) (Links to an external site.)– David Puttnam looks at Climate Change through different lenses, all of which reveal the unsustainable ways in which we are living. Climate Change is real, but throughout history humans have failed to set political and economic concerns aside for our greater good. In this talk, he asks the question, will we ignore the latest warning?

Reflect on the issues discussed in the video(s) you viewed and post a thoughtful discussion addressing the following points:

1. What is the speaker’s point of view about the topic? Is the speaker biased?
2. What ethical issues and ethical reasoning are argued?
3. Do you think that environmental issues have moral and ethical implications? Why or why not?
4. Do you agree with the speaker’s point of view? Be specific and thorough. Express how and why you agree or disagree and discuss how ethics and values contribute to your opinion. Consider the theoretical concepts discussed in the course. Do not just state your viewpoint, rather provide relevant details to support your findings and/or position.

Test item reliability indicates how consistent the results produced from items on a test are. Consistency can refer to the items’ stability over time or the consistency of the items with each other. If an item is unreliable, statistical relationships will appear weaker than they really are and inappropriate conclusions may be drawn regarding the relationships between variables.

A measurement of reliability consists of the extent to which an observed score (which is the true score plus or minus error) accurately reflects the true score. Returning to the example in this week’s Introduction, if your true weight were 150 pounds and you stepped on the scale hundreds of times, it would sometimes show 149, sometimes 151, and sometimes 150. If you averaged all of those weights, you would come close to your true score. If you looked at how much the weights varied, you would have a good measure of the scale’s error. The situation is similar with a psychological test—a score on an IQ test represents an estimate of the theoretical “true” IQ; however, that observed score also includes error.

Researchers or test developers measure a test’s reliability with a reliability coefficient, generally a positive correlation coefficient that is less than 1.00. (A correlation of 1.00 would indicate perfect correlation, which is theoretically impossible due to inherent error in measurement.) Acceptable reliability coefficients for psychological tests or test items are generally at least .70. If you know a test’s reliability, you can calculate its margin of error, a “plus or minus” band that indicates an interval likely to contain the true score.

A test item is reliable if its variations over time primarily reflect variations in what you are measuring. An unreliable item would show changes over periods that are not possible or are theoretically unexpected depending on the construct you are measuring. For instance, personality is a construct that is believed to be constant over a period of years or decades. An item that stated, “I feel happier than usual today” would be unreliable for measuring personality, because the construct of mood easily changes from day to day, much more quickly than the construct of personality.

For this week’s Discussion, think of a specific testing scenario. Then consider a reliable test item for that testing scenario and an unreliable item for that same testing scenario. Consider how you might know if these items are reliable or unreliable.

With these thoughts in mind:

Post by Day 4 a brief description of a specific testing scenario. Then describe one reliable test item and one unreliable test item for that testing scenario. Finally, explain what determines whether an item is reliable or unreliable within the scenario you presented.

Be sure to support your postings and responses with specific references to the Learning Resources. Zero plagiarizing, APA formatting, Quote work , No.coms

1. Browse through the GSS codebook.

http://sda.berkeley.edu/sdaweb/analysis/;jsessionid=A4E4DD1AE2F86C7E2FD937D7C3B818FD?dataset=gss16

The dependent conceptual variable (FEMINISM) was assigned to each group last week; therefore, you need to find an independent conceptual variable to formulate your theoretical proposition.

You can browse using the expandable topic list that appears on the main page of this site, or you can click on the link to the codebook. A good way to search for articles that used a specific GSS variable is to go to Google Scholar and search with the keyword GSS and the variable name in quotes.For example, search for GSS “RELITEN” to see articles about religiosity that used this variable in the GSS dataset.Don’t forget to enclose the variable name in quotes.Based on the topics available in the GSS, derive a theoretical statement that incorporates both an independent and a dependent conceptual variable. Write the statement below.

1. Select variables that may serve as indicators of each of the concepts in your theoretical statement.You should try to identify multiple indicators for either the independent or dependent conceptual variables, or for both (For your dependent conceptual variable each group has been assigned, try to decide which GSS variable or variables you intend to use as indicators).Make sure your selected variables are all from the same year in GSS and asked of the same respondents. Working with the Berkeley GSS website, copy down the names of the variables, the wording of the survey question, and the number of valid (non-missing) cases available in the data set.

1. Prepare a one paragraph pre-proposal statement of your term paper topic, based on the General Social Survey (GSS), in which you:

a) Name the year from which your data will come

b) Name the concepts you wish to study and list the variable names from the data set which seem to measure these concepts

c) List the wording of the GSS survey questions used as indicators. List the number of valid cases for each variable.

d) Restate your theoretical statement (be sure to use the two-sentence format presented in lecture)

e) Based on the empirical variables/indicators you have chosen and the theoretical statement that you have postulated, derive a testable hypothesis (choose one indicator for your independent conceptual variable and one indicator for your dependent conceptual variable for hypothesis construction)

1. Complete the following diagram by inserting your conceptual variables and the corresponding indicators (empirical variables) that you used to derive your hypothesis. For the indicators, simply providing the variable name is sufficient.Indicate causal direction, association, and the form of the relationship (+/-)

(Note: There will be opportunities in the coming weeks for you to change or refine your topic as you explore the data, so this initial statement is not a ‘contract’ for what your final paper will include.)

Family Therapy Case Study

For this discussion, watch the video: Family Therapy Case Study. Use the information in the scenario to answer the following questions:

• Which approach to family therapy would be ideal for this family (e.g., structural, solution-focused, Bowenian)? Explain your thoughts and support your choices with aspects of the text or other scholarly sources.
• Is family therapy preferable to other options, such as individual therapy for Leo or parent training for Inez and Joseph? Explain your thoughts and support your choices with aspects of the text or other scholarly sources.
• What would be the most valid measure of psychotherapy outcome for this case? Explain your thoughts and support your choices with aspects of the text or other scholarly sources.

Reading and Resources

Please read the following chapters in your text:

• Chapter 16: “Group and Family Therapy”

Chapter 16 covers both group therapy and family therapy. For group therapy, you will learn about theory, practical, and ethical issues, as well as outcome issues. For family therapy, you will learn about systems theory and perspective as well as methods of assessment of families. You will read about essential concepts, ethics, and outcome issues.

Practice the concepts covered in this unit by completing the Unit 9 Key Terms Activity.

Web Resources

Read the following articles:

• Principles of drug addiction treatment: A research based guide
• Principles of effective treatment
• Drug Abuse and Mental Disorders: Comorbidity is Reality

The first and second articles address the question of how treatment of addiction problems is different from other kinds of psychotherapy. This article is a “teaser,” a brief overview of the issues and concepts. However, it is the overview of an online book on addiction treatment. Therefore, for those of you who plan to enter the field of addiction treatment, save this link, as this book can serve as a valuable resource in the future.

For the third article, you will read about the state of knowledge on best approaches when multiple issues affect the client. Often times, clients have multiple problems. They may have medical diagnoses including brain injury or brain illness. They may have chemical dependency as well as psychological disorders. For these individuals, the treatment becomes much more complex.

Journal Articles

Please review the Library Guide for a list of articles to read for this unit. These have been selected taken from various academic journals, all of which can be found in the Purdue Global Library. Though they are not required to complete the coursework for this unit, they will be helpful for anyone wishing to gain a deeper understanding of clinical psychology.

References/Textbooks

Pomerantz, A. M. (2014). Clinical psychology: Science, practice, and culture: DSM-5 update, 3^rd edition. Retrieved

This will be a 8-10 page paper in APA format examining some area of Group Dynamics with a strong connection to some form of Public Safety Administration. The paper should examine group issues within a public safety agency (if possible) and then choose one major topic to pursue–such as Leadership, Conflict, Power, Influence, etc. The paper should have depth and substance as it examines the agency, focuses on one area, and then develops depth in examining the situation. At least five different resources should be used, including our text.

This is a formal, APA style paper with proper title page, abstract, body (content) and sources page (bibliography).

Textbook: Group Dynamics by Donelson R. Forsyth Seventh Edition

From the Professor-

1) Submit your work to Turnitin, first, to check for similarities. A report will be generated immediately, and you’ll have the opportunity to edit if needed before submitting the final document through Blackboard (exactly the way you have submitted all your weekly assignments).

2) “It will be a 8-10 page paper..”: we tend to think that writing more makes it look like we have more to say but, most often, it only shows that we are unable to summarize!

3) “…in APA format…”: for four weeks I have insisted on that, and now you see why. The paper shall have the proper formatting, including a title page, an abstract, a narrative with a strong conclusion, and a reference page. If you still have doubts as to what APA entails, please ask, or consult the proper sources.

4) “The paper should examine group issues… and focus on one major topic…”: ONE major topic, this is important! Examine the situation “in depth”, following the thread of the topic you have chosen to focus on. It is only a 8-10 page discussion, not a strategic plan to save the world..

5) “At least five different resources should be used, including our text”: resources should be current and reliable. By “current” we mean no more than 5-7 year old (unless you cite older, well established theories); “reliable” means that they state facts that have been scientifically proven. Preferred are peer-reviewed articles and academic journals, which you can find in numbers in our virtual library. “At least five” means “the more, the better”.

Lastly, I would like to remind you of the upcoming survey (anonymous, with no bearing on your final grade, if that’s what worries you). Yes, I have already done that, but I want to make sure you know how appreciated your input would be. You can say anything you want, but say something! And if there is anything you’d like to address with me, please feel free, your feedback is always welcome!