Research and Critique an Experimental Study

Prior to beginning work on this assignment, be sure to have read all the required resources for the week.
Find an experimental research study on the topic chosen in Week One for your Final Research Proposal. You may choose to include an experimental study which was included in the literature review you used in the Week One assignment by searching the reference list for experimental research studies on the topic. However, it is also acceptable to find and include an experimental research study on the topic that is not included in that literature review.
Identify the specific experimental research design used in the study. Summarize the main points of the experimental research study including information on the hypothesis, sampling strategy, research design, statistical analysis, results, and conclusion(s). Evaluate the published experimental research study focusing on and identifying the specific threats to validity that apply to the chosen study. Explain whether or not these threats were adequately addressed by the researchers. Describe how the researchers applied ethical principles in the research study.
The Research and Critique an Experimental Study

• Must be three to four double-spaced pages in length (not including title and reference pages) and formatted according to APA style as outlined in the Ashford Writing Center.
• Must include a separate title page with the following:
  • Title of paper
  • Student’s name
  • Course name and number
  • Instructor’s name
  • Date submitted
• Must use at least one peer-reviewed source in addition to those required for this week.
• Must document all sources in APA style as outlined in the Ashford Writing Center.
• Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center.

 
Diagnosing Young Children
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As you have learned this week, diagnosing psychiatric disorders in children is a tricky business. Mental health professionals must consider many factors when diagnosing, not the least of which is what might happen if a child were to be misdiagnosed.
1. What effect might misdiagnosis have on children lives?
One recent hot controversy in the field of child psychiatry/psychology is over the prevalence of Bipolar disorder in young children and teens. Trust me when I tell you that there are competent professionals on both side of the fence who feel very strongly about this issue.
Please click on the link below and carefully read the articles:
http://www.cbsnews.com/stories/2007/09/28/60minutes/main3308525.shtml
Obviously, something went wrong with the treatment of Rebecca Riley. Rather than focusing on this specific case, however, I’d like for us to discuss the larger issue related to the benefits and risks of diagnosing and treating young children with psychiatric disorders (e.g., ADHD, Conduct Disorder, Bipolar, Depression, etc…). Try to argue on both the “pro” and the “con” side.
2. Why should or should not we diagnose young children?
3. What age is “too young” to diagnose, or is there no age limit?
4. What are the cons of giving diagnoses too young to children?
5. What are the pros and cons of using psychiatric medication with young children?
Support your opinions with research, not just on “word of mouth” or personal experience.
300 Level Forum Grading Rubric
Possible points
Student points
Met initial post deadline (Wednesday)
10
Initial post is substantive
10
Initial post is at least 300 words
10
Initial post employs at least two citations; one can be text; other must be from an academic   source
10
LESSON READING
Introduction
In this lesson, we will look at how the great variations in children’s behaviors evolve. We will achieve this by looking at how morality develops, and the behavioral, cognitive and emotional aspects of morality. We will explore how prosocial and altruistic behaviors develop, and then how aggression develops in children, and how to alleviate it. Thereafter we will investigate developmental psychopathology. We will look at the three major categories of childhood disorders: undercontrolled disorders, overcontrolled disorders and pervasive developmental disorders.
Morality
Why do some children bully, lie and cheat, while others withdraw, and yet others excel and thrive? To understand why there is such a great variation in children’s behavior, we need to look at how children are socialized. Recall that the role of socialization is to impart desirable values onto children, which they internalize, so they can experience satisfaction when they abide by social rules, and discomfort when they do not. This personal standard of conduct can be referred to as morality.
Morality has three components that help us understand how aggression and altruism develop. The cognitive component of morality is the knowledge of what is good and bad, the emotional component is how individuals feel about situations and decisions they make, and the behavioral component of morality is how individuals behave.
Cognitive Aspects of Moral Development
Piaget and Kohlberg saw moral reasoning as a function of cognitive development.
Piaget (1932) proposed that children pass through three stage of moral development.
PREMORAL 
MORAL REALISM
MORAL RECIPROCITY
Kohlberg (1969, 1985) refined and expanded on Piaget’s theory, proposing that people go through six stages of moral development.
PRECONVENTIONAL MORALITY, STAGE 1
PRECONVENTIONAL MORALITY, STAGE 2
CONVENTIONAL MORALITY, STAGE 3
CONVENTIONAL MORALITY, STAGE 4
POSTCONVENTIONAL MORALITY, STAGE 5
POSTCONVENTIONAL MORALITY, STAGE 6
Check out this video on Kohlberg’s famous moral dilemma:
Now watch this video to see how different aged children reason:
Social Conventions
Social conventions include rules of etiquette such as table manners, forms of greeting and address, and dress codes. Studies have found that from a young age – around three years old – children can differentiate between morality and social conventions (Turiel, 2006). Cross-cultural studies have shown that from the age of three, children consistently see moral violations as harming others, and social convention violations as disruptive or impolite; furthermore, social conventions are seen as relative while moral rules do not change across cultures (Helwig, 2006; Turiel, 2006; Wainryb, 2006).
Interestingly, teenagers generally agree that parents may regulate their moral behavior, but not social convention issues, such as their spending habits, dress code and friends (Smetana, 1995, 2005).
Behavioral Aspects of Moral Development
· MORAL JUDGEMENT AND BEHAVIOR
· SELF-REGULATION
· MORAL SELF
· DISCIPLINE TECHNIQUES
A child’s moral judgement is not always consistent with their moral behavior because behavior can be irrational and impulsive. As age increases, moral judgement and moral behavior becomes more consistent. Parents and other socializing agents can enhance children’s moral behavior by using democratic reasoning and explanation as a form of discipline, as well as discussions about people’s feelings (Hoffman, 2000; Parke, 1977; Walker, Hennig, & Krettenauer, 2000).
Emotional Aspects of Morality
When people believe that they have violated a moral code, they generally feel shame, guilt and remorse. Research has shown that females feel more guilt than males, which may be attributable to gender stereotypes in which females are expected to be more dependent, submissive and prosocial (Zahn-Waxler, 2000). Children who feel more guilt and shame also experience more fear and are inhibited. Children who do not experience guilt and shame are fearless and are not deterred from violating rules.

Social workers who utilize the solution-focused model are mindful of how their conversations with their clients, families, groups, or even community members facilitate their thinking about solutions. The client is always the “expert,” and therefore social workers ask questions to explore how the client perceives the problem and situation.Social workers may use solution-focused questions such as the miracle question. For example, “Suppose you woke up one morning and by some miracle everything you ever wanted, everything good you could ever imagine for yourself, had actually happened—your life had turned out exactly the way you wanted it. What would be different in your life?” When clients are asked this, it forces them to reflect on what they want or would like to achieve. By projecting themselves into the future, clients are more likely to imagine what is possible rather than focusing on the past and their failures. This allows for the possibility of developing solutions.
In this Discussion, you apply the solution-focused model and solution-focused questions. You provide other solution-focused questions, similar to the miracle question that was provided for you. Although the textbook provides actual examples of solution-focused questions, always think about your client—you may have to modify the question a bit to take into account the client’s age, cognitive and developmental stage, culture, etc., so that the question makes sense to the client.
To prepare:Recall a case from your fieldwork experience to use for this Discussion.Review and focus on pages 520–521 in your textbook.
In 1 to 2 sentences, briefly identify and describe the problem as perceived by the client, family, or group that you dealt with in your past fieldwork experience. From the list of solution-focused questions on page 520 (e.g., exception questions, coping questions, scaling questions, and relationship questions), identify two different types of questions, and ask each question as if you were actually asking the questions to the client. (Remember, do not use the miracle question.) Remember that the goal of these questions is to assist clients in identifying a solutionExplain how asking these two questions would help the client in coming up with the solution. In 1 to 2 sentences, reflect and explain how asking these questions made you feel and perhaps how the client might feel. No more then 500 words