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1. Download the SPSS Dataset.Therapist.sav_b dataset
2. Download and complete th
1. Download the SPSS Dataset.Therapist.sav_b dataset
2. Download and complete the MFT7110.Week 8.SPSS Assignment document
3. You will also submit the SPSS output file you obtained, which should be saved as Lastname.First initial.MFT7110.Week 8.spv
4. Save the MFT7110.Week 8.SPSS Assignment document as Lastname.First initial.MFT7110.Week 8.SPSS
• Read Chapters 9-10
• Caldwell, S. (2013). Statistics unplugged. Belmont, CA: Wadsworth, Cengage Learning.
• Read Chapters 8 , 9 & 10
• Schwartz, B. M., Wilson, J. H., & Goff, D. M. (2015). An easy guide to research design & SPSS. Los Angeles, CA: Sage.
• See additional resources in the Books and Resources for this Week section.
• Assignment 8: Conduct ANOVA Using SPSS
In this assignment, you will conduct an analysis of variance (ANOVA), a statistical
test typically used when there are more than two categories or levels of the
independent variable, and the dependent variable is measured at the interval or
ratio level.
Again, you will use the SPSS Dataset.Adolescent FT.sav file, which contains 13
variables:
(a) Participant.ID (Each person’s identification number),
(b) Fam.ID (Family identification number),
(c) Race (1. African American, 2. European American, 3. Mexican American, 4.
Multiracial)
(d) Fam.Pos (Family position: 1. Mother, 2. Adolescent)
(e) Adol.Gender (Gender of adolescent: 1. Female, 2. Male)
(f) Ther.ID (Therapist identification number)
(g) Pre.Prob (The adolescent’s presenting problem: 1. Depression, 2. Oppositional
Defiant Disorder, 3. Anxiety)
(h) PHQ9 (Scores on the Patient Health Questionnaire-9, a brief depression
screening measure; Kroenke, Spitzer, & Williams, 2001)
(i) Anxiety (Scores on a measure of anxiety developed for this study)
(j) FAD (Scores on the Family Assessment Device; item scores are averaged, with
higher scores representing perceptions of poorer family functioning; Mansfield,
Keitner, & Dealy, 2015)
(k) Life.Sat (Scores on a hypothetical measure of life satisfaction)
(l) Alliance (Scores on a hypothetical measure of the therapeutic alliance)
(m) Drop.Out (Did the family drop out prior to the completion of the seven-session
study treatment protocol?)
Once again, ANOVA assumes that the observations are independent, so you can
only use data from one person in the family (another solution would be to average
relational observations, but that is often problematic. For example, suppose scores
on a couple satisfaction assessment ranged from 0-100. If you averaged the scores
for the members of each couple, a couple with scores of 10 and 90 would have
same average score, 50, as a couple with scores of 45 and 55. Can you see why
averaging scores is not optimal? Note that summing scores is the mathematical
equivalent of averaging scores, and thus is equally problematic).
For this assignment, you will evaluate whether there are differences in anxiety
levels based on the adolescent’s race or gender. To complete the assignment,
address the following:
a. State the null and alternative hypotheses (one pair for race and one pair for
gender). Assume you do not have sufficient evidence to anticipate the outcome, so
factor that into your alternative hypotheses.
• b. Conduct the univariate ANOVA in SPSS (refer to the SPSS example in the
Between Groups with More Than Two Levels of an IV section in Chapter 7 (p.
88) in the Schwartz et al. text). Your dependent variable is Anxiety and your fixed
factors are Race and Adolescent Gender. You will not enter anything into the
Random Factors, Covariate, or WLS Weight boxes. Note that you will obtain a non-
significant interaction term in the output (Race * Adol Gender). Just ignore that
line.
c. Request a post hoc test (LSD) for Race. Then, in your response, explain why you
don’t need to request a post hoc test for gender.
d. Report the results of the ANOVA (including the post hoc results for race) in APA
format (model your language after the example in the Schwartz et al. text).
e. Indicate what you learned about these variables after conducting this analysis.
References
Kroenke, K., Spitzer, R. L., & Williams, J. B. (2001). The PHQ-9. Journal of
General Internal Medicine, 15, 606-613.
Mansfield, A. K., Keitner, G. I., & Dealy, J. (2015). The family assessment device:
An update. Family Process, 54, 82-93.
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