Explain any new conclusions that you could reach about the topic area based on the evidence provided in your chosen studies. In other words, in your interpretation of the evidence provided in the chosen studies, what conclusions can you reach that go beyond the research?

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psychResearch

 SCS 502 Final Project Guidelines and Rubric

Overview

The final project for this course is the creation of a credibility analysis of a research publication. The project is divided into three milestones, which will be

submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in Modules Two, Four, and Six. The final product will be submitted in Module Nine.

In this assignment, you will demonstrate your mastery of the following course outcomes:

● Analyze research designs used in the social sciences for how they produce valid and credible research

● Select research publications relevant to specific topics following appropriate standards and guidelines in the social sciences ● Assess the appropriateness of the claims made in published studies relevant to specific topics in the social sciences

● Interpret evidence in peer-reviewed research that support personal claims regarding a specific social sciences topic

Prompt

For this assessment, you will analyze and review a series of research publications for credibility, how the experiments have been designed, and how the authors’ results sections inform or do not inform their conclusions. You will choose a topic area which has three preselected research articles associated with it to perform your analysis; later in the assessment, you will be asked to locate an additional article that relates to this topic area. Following your analysis of all of the articles, you will reflect on them holistically and make claims about how they contribute to the understanding of the topic, and what future research into the topic area could explore.

Specifically, the following critical elements must be addressed:

I. Overview: For this part of the assessment, you will summarize the important information in the preselected studies that you have chosen in order to guide your analysis later in the assessment. This will include how the research was designed, as well as the results and conclusions that were reached.

A. Describe the research design of each of the preselected studies that you have chosen. Be sure to include the specific methodology as well as the hypothesis, the variables and details on the selection of participants.

B. Describe the results of each of the studies that you chose and how the results of the studies support or do not support the research hypothesis.

C. Describe the conclusions that the authors in each of the chosen studies reached based on their results.

II. Research Analysis: For this part of the assessment, you will begin your analysis of the studies that you have selected using the information that you have previously collected. Your analysis will focus on the research design of the studies, and how the conclusions are or are not supported by the results of the studies. Following your analysis of the preselected studies, you will research and select an additional study which pertains to the topic area.

A. Compare the research methodologies used in your chosen studies and explain why these methodologies were used over other methodologies. In other words, in your comparison you could include why methodologies are informed by the hypothesis created by the author of the study. Be sure to support your response with examples and support from the chosen studies.

B. Explain why the research designs of your chosen studies ensure that the study is or is not valid, reliable, and credible. Be sure to support your response with examples and support from the chosen studies.

C. Explain how the results of your chosen studies appropriately support the conclusions that were reached. If the results do not support the conclusions reached, briefly describe the more appropriate conclusions given the results presented. In other words, you could consider the results section and how the authors used that information to reach their conclusions, even if their claims are inaccurate.

D. Select an additional research article that aligns with the appropriate standards and guidelines used in the social sciences which would help inform future research into the topic area of the chosen studies. In other words, based on what the chosen studies have demonstrated about the topic area, what present research might inform future research in this area?

E. Explain how the article you chose follows the appropriate standards and guidelines of the field. Some questions to consider: Is the article peer reviewed? Is the article relevant to the topic? Is the article still currently relevant?

F. Explain how the research article you located would help inform future research into the topic area of your chosen studies. Be sure to support your response with examples and support from the chosen studies.

III. Reflection: For this part of the assessment, you will analyze the studies for how they contribute to their topic area. Be sure to provide examples and support from the studies presented in your research analysis and incorporate your personal claims and thoughts into your responses.

A. Describe how the evidence in the chosen studies contributes to the collective understanding of the topic.

B. Explain any new conclusions that you could reach about the topic area based on the evidence provided in your chosen studies. In other words, in

your interpretation of the evidence provided in the chosen studies, what conclusions can you reach that go beyond the research?

C. Predict what future research in the topic area of the chosen studies could explore.

Milestones

Milestone One: Reading & Summarizing

In Module Two, you will choose a set of preselected studies. Using these studies, you will summarize the important information in order to guide your analysis later in the course. This will include an overview of the methods used as well as the results and conclusions presented by the authors. This milestone will be graded with the Milestone One Rubric.

Milestone Two: Analyzing

In Module Four, you will begin your analysis of the previously selected studies using the information you presented in Milestone One. Your analysis will focus on a critique of the research design of the studies as well as the relationship between the design, the results generated from that design, and the conclusions drawn from those results. This milestone will be graded with the Milestone Two Rubric.

 

Milestone Three: Expanding Upon the Topic

In Module Six, you will research and select an additional study which pertains to the topic area you selected in the earlier milestone assignments. You will also evaluate the three studies you selected for their contribution to their topic area. Finally, you will integrate the information presented in the published studies and the information learned in this class to draw your own conclusions about the topic area using appropriate evidence to support your claims. This milestone will be graded with the Milestone Three Rubric.

Final Project Submission: Research Publication Credibility Analysis

In Module Nine, you will submit your final project. It should be a complete, polished artifact containing all of the critical elements of the final product. It should reflect the incorporation of feedback gained throughout the course. This submission will be graded with the Final Project Rubric (below).

Milestone

Deliverable

Deliverables Module Due

Two Four Six Nine

Grading

Graded separately; Milestone One Rubric

Graded separately; Milestone Two Rubric Graded separately; Milestone Three Rubric Graded separately; Final Project Rubric (below)

One Reading & Summarizing Two Analyzing

Three

Expanding Upon the Topic

Final Submission: Research Publication Credibility Analysis

 

Final Project Rubric

Guidelines for Submission: Your research analysis must be double spaced, with 12-point, Times New Roman font and research used is appropriately cited in APA

format.

Critical Elements Exemplary Proficient Needs Improvement Not Evident Value

Overview: Research Design [SCS-502-01]

Describes the research design of each of the selected studies and includes in response the hypothesis statement, independent and dependent variables, and participant selection (100%)

Describes the research design of each of the selected studies but description is cursory or is missing key elements (70%)

Does not describe the research design of the selected studies (0%)

8

Overview: Results

[SCS-502-03]

Describes the results of each of the chosen studies and how the results support or do not support the research hypothesis (100%)

Describes the results of each of the chosen studies and how the results support or do not support the research hypothesis but description is cursory or contains inaccuracies (70%)

Does not describe the results of each of the chosen studies and how the statistics support or do not support the research hypothesis (0%)

8

Overview: Conclusions [SCS-502-03]

Meets “Proficient” criteria and description demonstrates keen insight into the thought process used by the authors of the studies (100%)

Describes the conclusions that the authors in each of the studies reached based on their results (90%)

Describes the conclusions that the authors in each of the studies reached based on their results but description is cursory or contains inaccuracies (70%)

Does not describe the conclusions that the authors in each of the studies reached based on their results (0%)

8

Research Analysis: Research Methodologies [SCS-502-01]

Meets “Proficient” criteria and explains the appropriateness of the research design based on the hypotheses of the chosen studies (100%)

Compares the research methodologies used in the chosen studies and explains why those methodologies were used, supporting response with examples and support from the research (90%)

Compare the research methodologies used in the chosen studies and explains why those methodologies were used but explanation is cursory, contains inaccuracies, or does not support response with examples and support from the research (70%)

Does not compare the research methodologies used in the chosen studies and explain why those methodologies were used (0%)

8

 

Research Analysis: Valid, Reliable, and Credible [SCS-502-01]

Meets “Proficient” criteria and evidence referenced from the chosen studies makes cogent connections between how the methodology of a study ensures that it is or is not valid, reliable, and credible (100%)

Explains why the methodologies of the chosen studies ensure that the study is or is not valid, reliable, and credible, supporting response with examples and support from the research (90%)

Explains why the methodologies of the chosen studies ensure that the study is or is not valid, reliable, and credible but explanation is cursory, contains inaccuracies, or does not support response with examples and support from the research (70%)

Does not explain why the methodologies of the chosen studies ensure that the study is or is not valid, reliable, and credible

(0%)

8

Research Analysis: Support [SCS-502-03]

Meets “Proficient” criteria and explanation demonstrates keen insight into the thought process used by the authors of the studies (100%)

Explains how the results of the chosen studies appropriately support the conclusions that were reached or if the results do not support the conclusions reached, explains more appropriate conclusions given the results presented (90%)

Explains how the results of the chosen studies appropriately support the conclusions that were reached or if the results do not support the conclusions reached, explains more appropriate conclusions given the results presented but explanation is cursory or contains inaccuracies (70%)

Does not explain how the results of the chosen studies appropriately support the conclusions that were reached (0%)

8

Research Analysis: Additional Research [SCS-502-02]

Selects an additional research article that aligns with the appropriate standards and guidelines of the field which would help inform future research into the topic area of the chosen studies (100%)

Selects an additional research article which would help inform future research into the topic area of the chosen studies but selection contains inaccuracies or does not follow the guidelines of the field (70%)

Does not select an additional research article which would help inform future research into the topic area of the chosen studies (0%)

8

Research Analysis: Appropriate Standards and Guidelines [SCS-502-02]

Meets “Proficient” criteria and explanation demonstrates a sophisticated ability to determine how research follows the appropriate standards and guidelines of the field (100%)

Explains how the article chosen follows the appropriate standards and guidelines of the field (90%)

Explains how the article chosen follows the appropriate standards and guidelines of the field but explanation is cursory or contains inaccuracies (70%)

Does not explain how the article chosen follows the appropriate standards and guidelines of the field (0%)

8

Research Analysis: Future Research [SCS-502-02]

Meets “Proficient” criteria and explanation demonstrates keen insight into what the future research in the topic area could explore (100%)

Explains how the research article you located would help inform future research into the topic area of your chosen studies (90%)

Explains how the research article you located would help inform future research into the topic area of your chosen studies but explanation is cursory or contains inaccuracies (70%)

Does not explain how the research article you located would help inform future research into the topic area of your chosen studies (0%)

8

 

Reflection: Collective Understanding [SCS-502-04]

Meets “Proficient” criteria and description demonstrates keen insight into how the chosen studies collectively contribute to the shared understanding of the topic area (100%)

Describes how the evidence in the chosen studies contributes to the collective understanding of the topic, supporting response with examples and support from the research and personal claims (90%)

Describes how the evidence in the chosen studies contributes to the collective understanding of the topic but description is cursory, contains inaccuracies, or does not support response with examples and support from the research and personal claims (70%)

Does not describe how the evidence in the chosen studies contributes to the collective understanding of the topic (0%)

8

Reflection: Conclusions [SCS-502-04]

Meets “Proficient” criteria and explanation provides unique and insightful conclusions regarding the topic area that are appropriately supported by the research (100%)

Explains the new conclusions that could be reached about the topic area based on the evidence provided in your chosen studies supporting response with examples and support from the research and personal claims (90%)

Explains the new conclusions that could be reached about the topic area based on the evidence provided in your chosen studies but explanation is cursory, contains inaccuracies, or does not support response with examples and support from the research and personal claims (70%)

Does not explain the new conclusions that could be reached about the topic area based on the evidence provided in your chosen studies (0%)

8

Reflection: Predict

[SCS-502-04]

Meets “Proficient” criteria and prediction demonstrates keen insight into what the future research in the topic area could explore (100%)

Predicts what could be explored by future research in the topic area of the chosen studies, supporting response with examples and support from the research and personal claims (90%)

Explains the new conclusions that could be reached about the topic area based on the evidence provided in your chosen studies but explanation is cursory, contains inaccuracies, or does not support response with examples and support from the research and personal claims (70%)

Does not explain the new conclusions that could be reached about the topic area based on the evidence provided in your chosen studies (0%)

8

Articulation of Response

Submission is free of errors related to citations, grammar, spelling, syntax, and organization and is presented in a professional and easy-to-read format (100%)

Submission has no major errors related to citations, grammar, spelling, syntax, or organization (90%)

Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas (70%)

Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas (0%)

Determine if the group is to be an open or closed group, how you plan to recruit members, the number of expected sessions, and the group structure.

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I really need this today 06/20 in about 3 hours CST. Our group will be with domestic violence survivors.  Only bid if you can get it done today please.

Here are the guidelines of what need to be in the discussion:

 

· Each member should select at least one recent (published in the past 5–10 years), peer-reviewed journal article in APA formatting that supports the rationale for the group. Provide a brief summary (1–3 sentences) for your article(s) explaining why it supports your rationale. Be sure to include the Walden Library permalink or DOI so your colleagues and faculty may review the article.

· In conjunction with your cohort members, select the resources that best support your rationale. Use these to begin a draft of your brief literature review in your working proposal document.

· Refine and clearly state your group objectives in measurable terms. (What can group members expect to change as a result of participating in your group?)

· Outline the practical considerations for your group. This should include group size, screening procedure, location of meetings, and necessary informed consent. Determine if the group is to be an open or closed group, how you plan to recruit members, the number of expected sessions, and the group structure.

· Consider potential inclusion and diversity themes, such as how diversity may impact early group process or how you might address bias.

· Add any proposed curriculum or theoretical underpinning that would be appropriate for your group. (This may emerge from the literature.)

· Consider any additional leadership skills and/or training that might be required.

Required Readings

 

Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Boston, MA: Cengage.

  • Chapter 6, “Initial Stage of a Group” (pp. 175–220)

 

Corey, G., Corey, M. S., & Haynes, R. (2014). Groups in action: Evolution and challenges (2nd ed.). Belmont, CA: Brooks/Cole, Cengage.

  • Part II, “The Initial Stage”

Here is an example of a classmates post.

 

Hi all!  Hope everyone is doing well.  I have not heard back from some of you on confirming the population for our group proposal, and I understand we are in differing time zones and have different things going on in our lives, but I had to get this assignment in on time while I had time. Sooooo, that being said, my initial post for this week is based on if we all agreed upon the psychoeducational group for adolescents in military families.  This seems like a good group to encompass most of our population interests because there are so many various issues this population may face- undoubtedly related to the various interests expressed by all of you last week.  Also, with the military specification, our research and lit review can go more smoothly- as we have a specifier for looking up information on the types of struggles and methods for helping the group.

Summary of Article (Adolescents in wartime US military families: A developmental perspective on challenges and resources)

Adolescents in US military families are a unique group that not only face normal milestones of adolescent development such as establishing identity and becoming autonomous, but also the challenges of military life including frequent moves, relocation, parent deployment to combat settings, and the emotional and physical issues experienced by both the deployed parent and the caretaker parent (Milburn & Lightfoot, 2013).  As of 2013, nearly two million teens aged twelve to eighteen years in the US live in a military household impacted by these challenges, and according to the Department of defense, these military families have experienced the most frequent, longest, and most cumulative number of wartime deployments in US history (Milburn & Lightfoot, 2013).  Some of the adolescents from this population report high levels of emotional and behavioral problems as well as substance use (Milburn & Lightfoot, 2013).  The Milburn and Lightfoot (2013) article explores how the adolescent experience of being a member in a military family influences the physical, cognitive, and emotional developmental changes in these adolescents and posits that working with this unique population contributes to growing and necessary research on military families to be part of the body of research in mainstream psychology.  The Milburn and Lightfoot article explores the risk statuses, challenges, and supportive resources for adolescents in this population, which is why I suggest it as one of the articles to be included in our final literature review for the project, because of the well-rounded review of information concerning the challenges, needs, and types of support proven helpful for this unique population.

Things to Figure out:

So following the suggestions for this week, I have written out my thoughts on each prompt- these are shared to open discussion about what you guys might like/agree with, or dislike/disagree with- I am open to all input!  Let’s try to get a general consensus on as much as possible by the end of this week!

Initial Objectives and Goals

I am re-reporting my initial objectives and goals because they are in measurable terms…I thought you guys had some great ideas for goals and objectives as well, but we would just need to put them into measurable terms, which we can do in our back and forth here in the discussion.  Here are my measurable objectives:  establishing a safe and respectful environment, gaining signed consent and confidentiality documents, and managing expectations for treatment outcomes by the second session of group therapy, exploring individual issues and common themes by third session, evoking and beginning exploring of emotion by the fourth session, generating new emotional responses by midway through the course of therapy, and validating an emerging sense of self in the second half of the therapeutic relationship.  Essentially, the group leaders would record how and when members meet these objectives and address any issues individuals face toward meeting these objectives by adapting group and session processes as appropriate.  Some of the goals these objectives would lead to fulfilling would be overcoming bonding inhibitions and fears of emotions.  Additional goals would be increasing functioning, energy, connectedness, and positive sense of self and outlook, often measured via self-report assessments administered at the beginning and end of treatment.

Group Size/ Recruitment/ Screening Procedures/ Open or Closed/ Number of Sessions/Structure/ Addressing biases in group/ Consent/ Curriculum

The group size may be moderate to small, based on the need in whatever location we choose (research here may help us find the most underserved locations where we could contribute with the psychoeducational group).  Recruitment could occur in the underserved location through local bulletins including schools, churches, community buildings, etc.  The screening procedure could be an intake interview, some sort of documentation or parent confirmation of military affiliation, and/or gathering information on the teen’s presenting issues, risk factors, and protective factors via intake questionnaire, in efforts to ensure the members of the group are on even playing field in those terms so the direction and efficacy of group can be maintained appropriately.  I also recommend this is an open group, given that this unique population moves around a lot- I would not want to close the group to incoming adolescents who just moved to the area seeking support who would benefit from group.  I would have to do more research but I’m thinking this could be a school-based group or after school type of group which may benefit from having weekly meetings throughout the school year which would mean about thirty-six meetings.  I think we decided the group would be a psychoeducational group so the structure might include a designated opening time for check in, and then a weekly topic based on the needs of group members from their intake information, and then a closing segment where final thoughts can be shared and prep for next week can occur.  To address biases and promote inclusion in group I think we should set the precedent immediately within the first group meeting where members agree verbally to promote respect, inclusion, and nonjudgement, as well as write it out on a piece of paper and sign off on what they wrote to solidify the commitment.  We will bring up this agreement whenever issues arise and be diligent to not let any negative interactions or bullying occur.  We will also have initial consent/disclosure documents signed and explained within first session where standards are set and known by all involved on the confidentiality of group, and consent to involvement and its risks.  Curriculum or approach toward therapy in group warrants further research on what is shown to be most effective, but given that this is a psychoeducational group part of the process may include establishing the boundaries and expectations for group, and after its members are open toward the process proceeding based on topics selected by the group (or moderators) for each week consisting of a portion of introduction to educational information followed by group discussion on what was educationally revealed to group that week.  Training necessary may include some sort of group leadership experience, or valid formal education in lieu of actual experience, where leadership skills will be a must in managing the expectations, direction, interaction levels, and respect amongst a group with this population where varying issues and levels of intensity are sure to arise.

References

Milburn, N., & Lightfoot, M. (2013). Adolescents in wartime US military families: A developmental perspective on challenges and resources. Clinical Child & Family Psychology Review, 16(3), 266-277. Doi: 10.1007/s10567-013-0144-0

Develop a list of strengths and weaknesses for your “case” in each domain of family, individual, peer, school, and community.

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Your clinical presentation (8–10 pages) (Attached is the background on the family and the information needed to be use for the paper) should include a description of the main presenting concerns that would warrant MST intervention, with detail about the extent of 15.

Evidence-Based Practice with Children and Families the problem (severity, frequency, etc.). For example, “truancy, as evidenced by missed school three days per week since September.” Identify at least three problem areas.

Develop a list of strengths and weaknesses for your “case” in each domain of family, individual, peer, school, and community. Consider the perspective/feedback you might get from each family member and from concerned others in the family’s ecology (e.g., the school, extended family).

Pick two drivers from each fit circle that you would prioritize for intervention and identify MST-compatible interventions that you would provide to begin to address change. Remember that ecological intervention is prioritized over individual or insight-oriented treatment focus. Make sure to consider individual/family/community strengths that you would draw upon to support/facilitate change. Refer to the nine principles of MST to make sure that the interventions you propose are compatible with the model and highlight the principles that are evident in your intervention.

Write a 900-1,000-word paper and describe how this treatment approach would be integrated in a primary care setting. Summarize the rationale for using this intervention and how it addresses the mental health problem you selected.

Describe the evidence-based research that indicates the effectiveness of this treatment approach.

 Define the Stages of Dying Model as outlined by Kubler-Ross and explain it in detail. How might this theory differ or be the same amongst cultures as outlined in the reading? Provide detailed examples.  

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Define the Stages of Dying Model as outlined by Kubler-Ross and explain it in detail. How might this theory differ or be the same amongst cultures as outlined in the reading? Provide detailed examples.

NOTE: You must make at least 1 substantial posting and 2 substantial replies to this thread. You must participate in the Unit 1 discussion board (making postings/replies) at least 3 days per unit to qualify for full credit for this unit’s discussion boards. To earn a grade in the excellent or good category, you must have at least 1 posting by Wed. at 11:59pm EST. You also must use APA style in your posting and replies so please use in-text references and provide a reference to give proper credit to the authors. Please know that the MSHSV program requires the use of scholarly and empirical sources at all times unless otherwise stated as much in this assignment.

Response #1

When someone loses someone they are going through so many emotions and making so many decisions. Everyone griefs differently and people will always have something to say about how they think a person should handle a situation. In the video the women talks about different situations where someone has lost a loved one and people on the outside believe that they should move on or that the way they are handling the situation is not healthy (Tedx, 2017). As a human service professional we should know that there are going to be people in a grieving person’s life who has a say and we need to be their advocate. Listening to their feelings and keeping them on a healthy course is the priority.

Reference:

Tedx (2017) When Someone You Love Dies,There Is No Such Thing as Moving On | Kelley Lynn | TEDxAdelphiUniversity. Retrieved from:When Someone You Love Dies,There Is No Such Thing as Moving On | Kelley Lynn | TEDxAdelphiUniversity

Response Post #2

 

Great post this week! This writer would like to agree with your statement that every culture has a different reaction to death. This writer believes that every culture responses differently to death because of the many different traditions, beliefs, and religions that guide cultural followers to their ideology of death and the process of a deceased loved one. According to the Institute of Medicine (1984) every culture has rituals to mark the death of individuals and to assist surviving loved ones with their loss. With this being said the Institute of Medicine (1984) states that ethnic groups such as African burials differ greatly from Japenese burials in terms of grievance, funeral services, and traditional burial sites. With the many different cultures and the many different bereavement traditions, it may seem difficult for a professional to keep up with or even have the knowledge to recognize the differences. Although, the Institute of Medicine (1984) states that mental health professionals should use great caution in interperting the bereavement experiences in all clients. This caution should be taken because of the possibility that the norms for these groups may differ from one’s own or from those in a mainstream culture (Institute of Medicine, 1984). For example, this writer is used to quiet and sad funerals overall, whereas the African tradition is more of an upbeat process where it is encouraged to be loud and be heard as well as allowing loud music during the processes (Insititute of Medicine, 1984). Therefore, mental health professionals should make an effort to be aware of and accomodating  to alternative cultural practices for handling the process of death and to reduce the potential for cross-cultural miscommunication (Institute of Medicine, 1984). This writer believes that using caution and trying to be a more aware professional in the field will allow her to recognize when cultural differences will be presented during sessions.

References

Institute of Medicine. (1984). Sociocultural influences. Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK217844/