Karen is interested in studying the prevalence of suicidal ideation in her clients who are suffering from schizophrenia. She selects a random sample from the list of clients she had treated in the previous year. Although she engages in the random selection of participants, when she begins to analyze her data, she realizes that the clients in her sample are generally younger than those who did not
participate in the study. This finding:
a. impacts thegeneralizability of the results to all her clients who are suffering from schizophrenia.
b. indicates that instead of random sampling, she chose participants in an orderly way from the target population.
c. confirms the systematical similarity of Karen's sample to the population.
d. shows that each observation in the population has an equal chance of being selected.
a
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Research into the effects of all known compounds in marijuana on the user’s brain
a. has consistently failed to show any adverse effect. b. generally shows only short term damage to the hippocampus region of the brain, which resolves with abstinence. c. reveals long term cognitive impairment for short term or social users. d. is relatively rare and very limited in scope.
Answer the following statement(s) true (T) or false (F)
Hofstede further differentiated culture into five dimensions: individualism–collectivism, power distance, uncertainty avoidance, masculinity–femininity, and long-term versus short-term orientation.
When interpreting assessment results with a client it is generally recommended that the counselor review the results before the client comes in, ask the client what it was like to take the test, decide if the instrument itself will be part of the interpretation, and ______________________________________________
a. compare results with other instruments completed by the client b. interpret the instrument from general to the specific c. utilize a computer-generated report d. discuss with the client the validity and reliability of the instrument
White women in interracial families who have racial literacy skills that were different from white women without racial literacy skills did not include:
a) relationships with black women b) racial composition of friendship networks c) racial consciousness of racially literate white people d) immersion in multicultural communities as children