DQ 1Describe and discuss the differences among qualitative and quantitative research reports. What is the purpose of qualitative research as this relates to how you will approach report writing for your study? Provide at least two scholarly references to justify your responses.DQ 2You are conducting a research study on the long-term effects of functional family therapy on promoting gang-affiliation resistance within a group of Mexican-American families with adolescents. Describe the variables being explored within this study; discuss the process by which you would ensure culturally relevant and ethical report writing will be achieved by you in considering reporting of significant and nonsignificant data results, summary, and conclusions.

Attached is the rubric and apa 7 format guidelines also an example of how the milestone one is suppose to look like is attached as well. Attached is also the PSY 622(Interview journal screening one) screening please edit and change anything that needs to be changed there was no feedback on it except a good job done. Please follow this teachers rubric and example to fix the paper/write it based on the PSY 622 screening. Also Milestone one from PSY 622 is attached. The correct APA 6th edition citation for your course textbook is as follows: Skeem, J. L., Douglas, K. S., & Lilienfeld, S. O. (Eds.). (2009). Science in the courtroom: Consensus and controversy. New York, NY: The Guilford Press. The matching in-text citation would read (Skeem, Douglas, & Lilienfeld, 2009).Week 2 Announcement: Assignment RemindersMilestone OneThis week your first milestone assignment is due (“Applying Feedback and Expanding Your Case Report”). Components of your paper that should have already been completed at the most basic level in PSY622 include the following: Client Capacity (Daubert Standard, Interview Information, Collateral Information, Recommendations, Ethical Standards), Risk Assessment (Daubert, Interview Information, Collateral Information, Recommendations, Ethical Guidelines). Given that you have ethical standards in the PSY 622 case report, you will be substantially expanding on these sections. Remember, this is a completely different class from 622 and these assignments should be treated as new assignments, using only the basic content from the 622 Case Report as a framework to build on in this class. There is no exact way to complete these milestones, so feel free to be creative and also use the milestone examples sent via email in Week 1 if you are feeling stuck on what kind of content to include. Remember, it’s a good idea to model your sections after the rubric to ensure that you have included all sections (the theories section, for example, is sometimes forgotten in student submissions).Also as a reminder, ONLY include the sections being requested for this assignment (risk assessment; Daubert Standard as it applies to risk assessment; ethical considerations). You can include information from the interview if it is relevant to this milestone topic (risk assessment). o Please, do not submit your entire case report or you will be asked to resubmit the assignment that addresses the content due for only the milestone being requested. When working on your risk assessment section, do not include “recommendations” or other content that does not pertain to risk (such as general psychological assessment, therapy/interventions, etc.), because the rubric is not addressing these sections. Please do not submit a working copy of your final paper where you continually add sections to the final paper and submit as a milestone – you will be asked to resubmit only the content being request.Roles and Responsibilities. Remember, the psychologist/evaluator is not the only role/party involved. Don’t forget about the client, attorney/retaining party, CPS, and other parties involved. Thoroughly explain all roles of all parties involved and expand on the responsibilities and ethical considerations for each. It’s strongly recommended that all parties be organized by section for clarity. For example, a level 1 subheader may be “roles and responsibilities” while a level 2 subheader may be “client role and responsibility”, “evaluator role and responsibility”, and “retaining party role and responsibility.”Ethical Considerations. Refrain from saying an assessment "is an ethical assessment" but instead describe specific standards of the ethics codes (Ethical Principles of Psychologists and Code of Conduct with 2016 Amendments; Specialty Guidelines for Forensic Psychology). Be sure the ethical guidelines you are suggesting in line with those of a professional psychology association (for example: American Psychological Association Code of Ethics and/or Specialty Guidelines for Forensic Psychology) and substantiate your claims with specific examples. Feel free to use both ethical codes of conduct to enrich your discussion, but ensure that the code you are discussing are relevant to testing/assessment. Additionally, please do not simply list the name of the code without explaining what it is and why it is relevant. Paradoxically, do not describe the standard without listing the name and code. Make sure to clearly designate your sections with APA formatted subheaders (i.e. “Risk Assessment”; “Ethical Considerations”).Discuss the ethics pertaining to risk assessment such as mandated reporting, privacy/confidentiality/privilege, scoring and interpretation, practicing within the field of expertise/competence, use of appropriate methods/selection and use of appropriate assessment procedures, provision of assessment feedback, use of multiple sources of information, opinions of persons not being examined, focus on legally relevant factors, avoid causing harm to clients, impartiality, cooperating with other professionals, third party requests/involvement, etc.Risk Assessment(s). Risk assessments involve assessing for risk via statistics (actuarial), static factors (historic), and/or dynamic factors (current situational factors). Typical risk assessments involve suicide risk, violence/homicide risk, risk of victimization, risk for recidivism, etc. For this Milestone, you should be specifically talking about risk assessment (all the risk assessments administered for your chosen case study, beyond the one that was discussed in PSY 622) and expanding much more on the risk assessment testing used for this case: such as adding information on validity and reliability, reasons the assessment is classified as a risk assessment, why this type of risk assessment is appropriate for your chosen client, what type of risk the assessment is assessing (prediction v. correlation), and other test properties (norms, time to administer, qualification level of the administrator/who can give the test, what the test measures - scales/subscales, etc.). Also don’t forget to include the client results/data from the risk assessment in this section.Remember, this is an evaluation – client data/results must be included. Examples of risk assessments that may actually be included in your case or are recommendations of tests to include in your case include the following: CAPI (child abuse risk), SARA (spousal abuse/assault risk). Examples of tests that were not included in the original vignettes, but could be expanded on/recommended for your client include the following: Psychopathy Checklist-Revised (PCL-R) and Antisocial Process Screening Device (APSD), Historical, Clinical, Risk Management-20 (HCR-20), and assessment of risk of suicide, violence, or recidivism via Clinical Interview. If you are confused about what tests in your case study are risk assessments, be sure to check out the Week 2 Announcement “Guide to Milestones.”IMPORTANT: The MMPI, SA-45, PAI, and other assessments are psychological assessments, not risk assessments, and will be discussed in Milestone Two. See more information below about describing assessments in a manner that is consistent with clinical assessment of risk. Daubert Standard. With regard to the risk assessment, you will discuss risk assessment/testing and how the selected risk assessment(s) must meet Daubert Standard (discuss validity/reliability for the test, for example). Writing “this assessment meets the Daubert Standard”, but failing to explain why it meets the standard, is insufficient for this assignment.Classic and Contemporary Theories. You will be applying psychological theories of risk assessment to your explanation. Remember, the theories must pertain specifically to risk assessment/testing – not psychological assessment in general. Classic and contemporary theories must pertain to the tests used, but also may include broader theories that pertain to risk assessment in general: such as static and dynamic risk factors and other theories of risk that pertain to your client and the type of test you are discussing. For example: discussing psychoanalytic theory would not be relevant to testing/assessment for risk, but would be a relevant theory to discuss for a future milestone (treatment), unless you are discussing the ego versus the id and the role of disinihibition (id) in increased risk. Risk typology (for example: beta risk) can be discussed as a contemporary theory, but be sure to discuss multiple classic/contemporary theories that are relevant to show good understanding of theoretical foundations. One mistake students often make is identifying one theory, but not another. For example, describing a classic theory but not a contemporary one.APA Formatting. Make sure to post in double-spacing with current APA formatting. As always, all formal papers must have a properly formatted title page and references page. While this is addressed in the course expectations, do your best to refrain from using direct quotes and instead use paraphrasing to put content into your own words. If you find that you must cite a direct quote, the quote location has to be included in the in-text citation. This is discussed in the helpful formatting/APA style document I created for my students, which can be found in the Week 1 announcements (the Credible Hulk). As a friendly reminder, please use headers/subheaders to organize academic content. Feel free to use Level 2 subheaders to further organize content. It’s strongly recommended that content be organized by section (Section III and V, for example) and further organized by rubric section (to ensure that all rubric grading sections are included). Be sure to cite all content that is not your own original idea/discovery, including school content (vignettes/case studies). It's best practice to include in-text citations in all paragraphs that contain content that is not your own original idea/discovery. Please do not use citation generators of any kind, as they show up like this on Brightspace [CITATION Dra09 \l 1033]. Instead, be sure to continue to learn how to cite properly using the manual (and not a generator) as they are sometimes inaccurate and impossible to read on SNHU's learning management system. Failing to have content identified and in the correct sections may constitute for missed points. This paper is 2-3 pages of only the content addressed (not including title page or references page).DESCRIBING ASSESSMENT RESULTS: Always start off by talking about the validity scales first because a test is either valid or invalid and, if the test is invalid, then explain what reasons (Ms. Z's test results were unable to be interpreted due to the clinically significant elevation of one or more validity scales (L Scale; F = 78) indicating that the client attempted to present herself in a favorable light. Try to refrain from describing the validity scales as "faking good" or "defensiveness" because the true names for the scales are L and K scales. In the description, you can say that the individual presented with elevated defensiveness, which affects the interpretation of overall scores. When describing tests results, describe what validity and clinical scales had elevations (score reported was higher than a T Score of 65, for example). If all scales are within normal limits for the case you are choosing to use, you would indicated that none of the described clinical scales were in the clinically significant range for pathology. If you did describe a clinical scale, you would say, Ms. Z scored in the clinically significant range on the depression scale (T=78).Remember, nearly all psychological assessments with the exception of forensic and neuropsychological testing are patient self-report. Therefore, the results may not match collateral history. For example, Mr. X scores within normal limits on the psychopathic deviate scale (Pd, T score = 65), but has a history of history of legal dysfunction as evidenced by multiple instances of police contact involving violence against others (intimate partner violence), notable criminal offenses (charges and/or convictions) including violent offenses, drug possession and sales, history of incarceration, forcing another to consume/ingest/become under the influence of drugs with the purpose of sexual intercourse, and lying. Symptoms are not due to symptoms associated with a psychotic disorder (hallucinations or delusions) or another primary mental illness. These symptoms would suggest that the client meets criteria for Antisocial Personality Disorder despite the PD score being within normal limits. Lastly, make sure you describe what type of assessments you are qualified to administer (Qualification Level B and/or C) depending on the credentials you present yourself as having in these documents (can be fictitious credentials).Still feeling stuck? Feel free to review the examples provided in the Week 1 email full of helpful past student examples and – of course – reach out to me. Have an excellent week, dear students! I know that this is a lot of information, but the purpose of being clear and descriptive is to reduce anxiety/stress associated with the unknown and provided better direction for what is expected. Last, but not least: be sure to take some time for self-care, family, and friends!Yours in Learning, Dr. Holtgrave

Instructions Consider the scenario below. Imagine you are the safety representative on a project with multiple trade activities happening all at once. The project is behind schedule, and the project team is pushing to catch up. There is a concrete pour scheduled for 2:00 AM the next day for the fourth floor in the west wing, and this might help get the project back on track. West wing : In the west wing, the steel has been set, columns have been poured, and the floors are going in. The subcontractor (Apple) concrete workers are sharing the tower crane with the steel erector subcontractor (Berry) to set the floor decking material, and the rebar crews are busy reinforcing steel to get ready for the next floor pour scheduled for 2:00 AM. The mobile crane is lifting rebar and lumber to the floor. Access to the floor is through an extension ladder, which is moved as the reinforcing steel is completed section by section. There are many piles of scrap lumber, reinforcing steel, and wire on the deck; these will be removed at the end of the day by using a forklift to provide a skid pan (mini-dumpster) to load it all in. East wing : In the east wing, which is further along, the floors have been poured, and the roofing subcontractor (Cherry) is working to close it in. There is ladder access between the floors, as the stair pans have not been poured yet, and there are no handrails or stair rails in place. The workers, however, keep going under the danger tape to take a shortcut up the stair pans. Also in the  east wing , the heating, ventilation, and air conditioning (HVAC) subcontractor (Dates) is beginning to install the vertical ductwork, which requires the hole covers in the floors to be removed. The electricians (Elderberry) and plumbers (Figs) are working from ladders to install overhead wires and plumbing lines, and they are sharing whichever ladders are most convenient. In the portion of the  east wing that has been roofed over, the curtain wall (glass) installers (Guava) have removed the guardrail to install the glass, using an aerial lift. The carpenters who work for the general contractor (Honeydew) have not been notified that the guardrails have been removed. The masons (Kiwi) are working from a  scaffold to set the brick on the decorative columns that will separate the sections of the building’s face. The roofers (Cherry) are working on the standing seam roof and must traverse the entire roof section. Site wide : There is also one tower crane onsite that belongs to the steel erectors and one mobile crane that belongs to the concrete subcontractor. The tower crane operator is out sick, and the other crane operator belongs to the concrete crew. He normally uses a mobile crane to lift rebar and lumber to his crew but states he has experience with tower cranes, and he has agreed to lift steel beams to the connectors in the east wing when they need them. Additionally, there are multiple forklifts moving material around the site, there are some track hoes belonging to the site contractor (Lemon) working on excavations, and there are also dump trucks removing the excavated material from the site. Workers from all trades are moving throughout the entire site all day. Suddenly, you receive a call from the project manager, who is in the office trailer. The Occupational Safety and Health Administration (OSHA) inspector has arrived onsite as a result of a complaint. It is not clear who made the complaint; however, it does mention that the roofers have dropped material into the masonry access zone below. The inspector will have to pass through the entire site to reach this area. Draft a response that answers the questions below. What would your plan consist of for meeting with OSHA? Using the scenario above and OSHA’s multi-employer policy directive, for what types of violations could OSHA cite, and to whom would the citations be issued? Why? After the OSHA inspection, what would be your next course of action to correct these violations? What would your response plan be?