Questions and Answers of Federal Taxation 2021 Corporations Partnerships Es

4. Having finished reading this book (or just this chapter), what questions are you left with? What have we left out or not given enough attention to? What else would you have liked to have heard
3. Our sense of what scientific research means to us can change over time and is very individual. This chapter contains several common metaphors or images of the research process, but there are many
2. Find a study that is close to your topic of interest and apply the list of “Criteria for Evaluating Research” to it. How easy or difficult was it to do that? What did you learn?
1. Throughout this book, we have advocated methodological pluralism. Do you think that it is possible to carry this too far, or that such an approach might ask too much of fledgling researchers? What
6. Writing up research can be difficult. At a personal level, what beliefs or feelings get in your way? How can you minimize their impact?
5. Surveys show that most psychologists don’t publish their thesis or dissertation.Why do you think this is?
4. It’s not too early: Spend a few minutes contemplating the possible real‐world applications or implications that your results might have: (a) if you find what you expect/hypothesize; or (b) if
3. In your own research, what would each index of significance (statistical significance, effect sizes, and clinical signficance) tell you?
2. What do you think about the practice of estimating missing data? Is it cheating?When do you think it would be justified? When might it be a bad idea?
1. To get a feel for qualitative analysis, make an attempt at analyzing the main themes in a short extract from an interview, either one you or a colleague have conducted, or you could use the brief
3. Cost‐effectiveness and cost–benefit methods have also been controversial. Do you think that it is possible to properly attach monetary values to psychological distress costs or treatment
2. Individual case‐tracking (i.e., patient‐focused) methods are controversial, for example, Lambert’s use of early outcome data to designate an individual client’s treatment as “Off
1. Apply program evaluation concepts to an intervention related to your research interests. For example, what would your research look like if it were to be implemented in real‐world, community
4. An emerging area of research ethics is social costs. Comment on: (a) ethical issues involved in research that may be damaging to particular groups of people (e.g., based on ethnicity, gender,
3. Carry out the risk/benefit assessment exercise for your project (see Ethics Self‐Study Exercise) and reflect on what you learned from the process. For example, what changes to your study would
2. Discuss the social or ethical consequences of carrying out underpowered research.
1. What sampling strategies make the most sense for your topic area?
4. Think about a recent client you have worked with. How could you have documented what kinds of changes occurred and why?
3. If you haven’t already done so, carry out the exercise described earlier in this chapter in which you compare process notes composed from memory with the recording of the session. What kinds of
2. Under what circumstances, if any, do you think it is permissible to generalize the results of a case study with an individual client beyond the specific individual studied?
1. What, if any, conclusions do you think can be drawn from Freud’s case studies?What could he have done to make them more convincing?
5. What is your view of the Empirically Supported Treatments debate? Take a position pro or con and defend it.
4. Try to identify an aspect of your research topic that lends itself to experimental manipulation. Alternatively, if you’re already planning an experimental study, think about particular
3. An interesting variant of the nonequivalent comparative treatment design, mentioned in this chapter, is the “preference trial” in which clients are allowed to choose between two available
2. Which designs do you see as most useful for studying the outcome of psychotherapies?Why?
1. Use the Cook and Campbell (1979) design validity framework to identify problems that could arise in a study you would like to do.
4. How would you go about turning your research topic into a behavioral observation study? Would measure development be a necessary first step? If so, what constructs would you operationalize? What
3. Think about doing text‐based research on your topic: What kinds of texts might bear on your research topic? How could you obtain them? What could you find out from them?
2. What would a participant observation study on your topic look like? What kind of setting would you need to enter? Who would you observe? What would you look for? What kinds of research questions
1. Why is there so little research in psychology using observation as opposed to selfreport?What might be gained by more balance between self‐report and observation research? What could be done to
5. Select a psychological construct you’re interested in and construct a very short(e.g., 6–8 item) self‐report instrument to assess it. Reflect on alternative ways to word the items and
4. Develop a brief interview schedule consisting of three or four central questions on your research topic. Do a 5–10 min interview with a friend or family member who has had an experience that
3. How detailed should an interview schedule be? Qualitative researchers sometimes find themselves developing increasingly elaborate interview schedules (say with 20 or more questions), while others
2. Qualitative researchers disagree about what constitutes “leading,” and how careful to be in avoiding leading responses, for example, whether it is OK to ask closed questions or to paraphrase
1. The limitations of self‐report methods are well known, and yet the vast majority of psychological research uses self‐report methods. Why do you think this is?Is this a problem, as some have
4. It could be argued that guidelines for qualitative research are features of good research practice in general. What do you think?
3. There is a huge variety of labels for different types of qualitative research. How similar or different do you think the various approaches are?
2. Do you think it is ever possible to set aside one’s assumptions? Is this what“bracketing” refers to?
1. Which philosophical position do you prefer: phenomenology or social constructionism?Neither? Why?
4. Rasch analysis (the most basic type of item‐response theory) is controversial within psychology.Why do you think this is?
3. How would you go about validating a new measure of one of the central constructs in your research area or in your clinical work?
2. What is “measurement error”? If there’s so much of it, why don’t we study what it consists of?
1. “Everything that can be expressed in words can be measured quantitatively.”Do you agree or not? Why?
5. Think about a setting that you might need to gain access to in order to do your research: Who are the likely gatekeepers? What stake do they have in the setting?What are their concerns likely to
4. Which theoretical frameworks could you draw upon in order to clarify your ideas?
3. What types of research question have been most common in research on your topic? What types have been neglected?
2. Construct one or two research questions on your topic area. Look at each one and decide whether it is exploratory or hypothesis‐testing. Now, take each question and try writing it as the
1. What research topics are you contemplating? Why?
4. Which professional model regarding the role of research and practice do you identify with most closely? Why?
3. Why do you think practitioners often don’t utilize research? Which reasons seem most justified?
2. Do you lean more towards basic research or applied research?
1. Where do you stand in the debate between the realist and constructionist approaches to research?
=+3. What are the key recommendations you would make about the sporting environment, to reduce the level of risk for athlete like Ravinder?
=+2. If you are a part of the support staff in this scenario, what ideas could you discuss with Ravinder to support his decision-making about whether he should play?
=+1. What are the key injury risk factors within the case study?
=+3. What are the possible benefits and pitfalls for Mark when telling this type of story?
=+2. What narrative type do you think best fits Mark’s story?
=+1. What psychosocial factors may have increased Mark’s risk of injury?
=+4. This is Alexa’s 3rd diagnosed concussion and she is a rising senior.Should sports medicine staff talk to her about retiring from her sport?
=+3. Is Alexa’s general sadness and anxiety something that should be followed up or typical for a student-athlete who has had a set-back in both?
=+2. Is the Alexa that headed into summer the new baseline for her?
=+1. What are some additional resources or supports that would have benefitted Alexa during this process?
=+6. What do you think the likely prognosis is for Rhea at 12-month post-surgery?
=+5. Which psychological factors would you consider most clinically relevant in order to facilitate Rhea’s recovery, and how would you address these?
=+4. Other than the ACL-RSI, which other questionnaires and inventories might be useful to administer?
=+3. How do you think Rhea’s psychological response to her ACL injury may consequently influence her functional performance and return to sport?
=+2. Using the biopsychosocial model, what are the specific physical, psychological, social and contextual factors which may influence Rhea’s return to sport.
=+1. Do you think that Rhea was ever ‘ready’ to return to sport following her first ACL injury?
=+3. What strategies could be used to support Matthew, should he decide to retire?
=+2. What are the key factors that you think may influence a retirement decision?
=+1. Who should be involved in the decision-making process and why?
=+4. How could you create a return to sport environment that facilitates psychological readiness?
=+3. What specific data would you want to collect on Ravi to best inform your impressions over his eventual psychological readiness to return to sport?
=+2. What would be your concerns about Ravi returning to participation and sport based on his current state?
=+1. What are your impressions about the psychological readiness of Ravi to return to participation and sport following injury?
=+3. What would be the main benefits of mindfulness-based interventions for this client?
=+2. Describe the different, common mindfulness-based interventions, then select the intervention that you think would be most appropriate for Anastasia.
=+1. Discuss some of the key elements of the case study that leads you to believe a mindfulness-based intervention might be appropriate for this client and any factors that might influence how well
=+4. How would you amend the imagery script, if you were working with a younger athlete, who was playing at a lower level of football, who had less experience of performance environments, but who
=+3. Critique the imagery script, using the recommendations for producing effective imagery scripts as a guide. Make any amendments that you think would make viable alternatives for this type of
=+2. Which of Paivio’s five functions are evident from the imagery script?
=+1. Given the athlete’s injury and the reported associated emotions, cognitions and behaviours, why do you think imagery would be helpful in this circumstance?
=+4. Which strategies could you employ to optimize the quality of social support Tasha experiences?
=+3. How would you ensure that Tasha maintained some involvement with team activities and her teammates?
=+2. Based on the context of the athlete, what different types of social support might Tasha require?
=+1. If you had the responsibility to co-ordinate a therapeutic alliance for Tasha, who might be involved?
=+3. Plan and justify a multimodal approach to enhancing rehabilitation adherence for this athlete, making specific links between the needs of the athlete and the proposed benefits of the
=+2. What are the key health and sport-related risks for the client, based on the rehabilitation behaviours they are displaying?
=+1. What are the important psychosocial factors in the case study that are influencing RA and what influence are they having?
=+4. What resources might Dan drawn on to facilitate an experience of growth?
=+3. In what ways has Dan’s psychological needs satisfaction been thwarted? What strategies might be used to facilitate satisfaction of these needs?
=+2. What sort of cognitive processing is Dan currently engaged in? What strategies might Dan employ to move towards a more constructive form of cognitive processing?
=+1. Does Dan’s initial reaction of fear, anxiety and worry indicate that Dan is destined to a long-term prognosis of distress?
=+3. How could you best facilitate Jamal in seeking help and what support would he benefit from?
=+2. What are the indicators of barriers to help-seeking behaviour?
=+1. What are the major factors influencing Jamal’s health and are indicators of poor mental health?
=+you use this information about Nicole’s personal and situational factors influencing her psychological response to the ankle sprain to guide practice within the professional role of your choice
=+4. Looking at the bottom of Figure 3.1 concerning postinjury psychological care, and at Table 3.1 for some ideas about possible interview or conversational questions, how could
=+3. How do you think these personal and situational factors, and the associated psychological response (cognition, affect, behaviour), would influence Nicole’s mental and physical recovery
=+a. Interactions between personal and situational factorsb. Cognitionsc. Affectsd. Behaviours

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