Discussion: Population and Sampling


Probability and nonprobability are the two general categories of sampling. Probability sampling uses random selection, whereas nonprobability sampling does not. For example, if you wanted to study the effects of divorce on the psychological development of adolescents, you could gather a population of a certain number of adolescents whose parents were divorced. Then, out of that population, you could randomly select 25 of those people. If you wanted to use nonprobability sampling, you would choose specific people who had met predetermined criteria. Consider your own proposed study: Which of these sampling techniques might be best for your purposes?
In this Discussion, you identify the population, sample, and sampling technique for your study. You then consider ethical or cultural issues related to the population that you should address.

To Prepare:

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Review the Learning Resources on sampling in research and on ethics related to vulnerable populations.

By Day 3

Restate your research question and your chosen methodological approach. Then, identify the population, sample, and sampling technique that would best address your research question and approach. Justify your choices. What are some ethical and cultural concerns that need to be addressed with this population if studied?
Please use the Learning Resources and the NASW Code of Ethics to support your post (i.e., cite and reference).

By Day 6

Respond to two colleagues by providing feedback on their choice of population, sample, and sampling technique. How do their choices fit with the research question and research methodological approach?
Please use the Learning Resources and the NASW Code of Ethics to support your response (i.e., cite and reference).

Richard Davis SOCW 6301

Keywords: Adult ADHD, Attention-deficit/hyperactivity disorder, Outpatient

1) Russell A. Barkley, Kevin R. Murphy, & Mariellen Fischer. (2008).
ADHD in Adults: What the Science Says. The Guilford Press.

This article explained the significant impairments produced by the disorder of ADHD and how it effects adults in everyday life. This article will help the reader get a full understanding of the origin of ADHD and when it was first clinically practices in 1902 amongst 43 children at Royal College of Physicians. This article overviews many different studies which prove that this disorder exist in adulthood beyond developmental years.

Taylor, L. E., Kaplan-Kahn, E. A., Lighthall, R. A., & Antshel, K. M. (2022). Adult-Onset ADHD: A Critical Analysis and Alternative Explanations.
Child Psychiatry & Human Development,
53(4), 635653. https://doi.org/10.1007/s10578-021-01159-w

This article explains characteristics of the neurodevelopmental disorder. It breaks down how symptoms cannot be noticed in childhood but are more prevalent in adulthood due to higher environmental demands, possibility of not properly being assess, or failure to come to clinical attention at an earlier age.

3) Taylor, L. E., Kaplan-Kahn, E. A., Lighthall, R. A., & Antshel, K. M. (2022). Adult-Onset ADHD: A Critical Analysis and Alternative Explanations.
Child Psychiatry & Human Development,
53(4), 635653. https://doi.org/10.1007/s10578-021-01159-w

This article follows a sample size of 805 adults seek outpatient psychiatric care completing a self-reporting assessment. This article is important to my research as it provides a variety of information on co-occurring disorders that are paired with ADHD, which may have overshadows ones ability to be assessed for ADHD at an earlier age.


Week #7

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Learning About Different
Abilities & Fairness

After participating in seue,ral actiuities afutut disobilities in her eorly childhood program, 4b-yeare causing the cliff iculty. Ask
yourself: “What in the school environment c’oulcl ltc
contr ibut ing to the chi lc l ‘s not f i t t ing in?” . . . “What in
my teaching style ancl nrethclcls n’right not be a goocl
match for the chilcl?” Think about each question front
developmental and cultural angles.

Then, observe the chilci ‘s behavior irr many cliffer-
ent contexts throughout the day tcl iclentify when the
learning or behavioral prc-rblem mclst often occurs.
Talk with the child’s farnily about how she acts in
various farnily situations ttrroughcltrt the clay. You rnay
want to get some assistance from a special educatiorr
specialist (if you are fortunate to have access to a
person in that role).

o Work to ensure cultural continuity tretween home
and school.

If a child seems unable to control her behavior.
it may be an indicatclr of a possible cognitive or
emotional disabil ity, or it may be a reflection of the
different guidance style she experiences in her own
culture and family. Make a bridge between home ancl
school by integrating some of the child’s home cues
in your classroom, while also teaching the child the
classroom cues.

If this step yields no progress, then further devel-
opmental assessment of the child may become neces-
sary, along with adaptations in classroom practice
according to the results of the assessment. Making

Learning About Different Abilities & Fairness

assessments and creating solutions wil l require work-
ing with the child’s family so that both are cultur-
ally compatible with home and school. (One useful
resource on this topic is the DVD “Building Culturally
Responsive Relationships with Diverse Families
of Children with Disabil it ies,” from the National
Association for Multicultural Education.)

o If it becomes necessary to talk with families about
their child’s possible disability, be sensitive, caring,
and patient.
One of your more cliff icult, though essential, tasks as
a teacher is letting families know when yclu believe
that their child may have some kincl of disabil ity
and requires further assessment to figure out how
best to help him. Opening up this communication
can be hard to clo. This is one of the times when it is
very important fclr teachers tcl know and objectively
manaqe their own feelinqs. As Carol Cole, a longtime
educator clf chilclren with physical, developrnental,
and emot ional d isabi l i t ies, expla ins:

It can be heartbreakinq for a farnily to he:rr for the first
t ime that their chi lcl may have special neecls, or in ir
parent conference to hear a teacher verbal ize r.r ‘hat
they rnay frave l tr ivately fearerl . So I get upset i f I hear
a teacher or aclministrator say that “the p:rrents are in
clenial” or that “the f:rmily shoulr l have known there
was a problenr” or that “they shoukl just acceltt i t and
move forwarul.”

Such statements cleny a farni ly ‘s r iqht to their
part icul:rr process of acceptance ancl copinq. They als
gether and share what we each know, we can come up
with the l ;est plan.” . . . Even better to truly bel leue this.

Strategies for teaching about abilities and
disabilit ies
Here are a number of classroom-testecl icleas to sup-
port children in developing an anti-bias understand-
ing of people’s cliffering abil it ies. As with other anti-
bias education topics, these activit ies are designed to
provide accurate information and images, respectful
interactions, and empowerment for children regard-
less of abil ity level.

Introduce a variety of disabil i t ies through
pictures, books, and dolls
Choose materials that show children with disabil it ies
being active in a range of contexts.

o Regularly read children’s books that honestly depict
children and adults with various disabil it ies. Invite


children to express their feelings and ideas about the
stories, then plan activit ies based on what they say-
especially to counter any misconceptions or feelings
of discomfort or fear. Choose books and pictures that
show people as whole, competent human beings and
that address both their disabil it ies and their abil it ies.

o Mount posters and photographs and make games

that show people whose lives contradict children’s
misconcept ions.

o Provide commercial and homemade dolls that have
various disabil it ies. These help chilclren develop
familiarity and ease with clisabil it ies, open up conver-
sations, and play their ideas ancl concerns.

o Use persona


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