Formalizing The Research Prospectus

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Prospectus Extraction

DISSERTATION TOPIC: Factors Affecting Utilization of Mental Health in Fort-Bend County, Texas

The prospectus, proposal, and dissertation must all be aligned to ensure the research is doable, valuable, and credible. The prospectus provides a concise vision for the dissertation research study. The ability to create a clear, concise prospectus is part of the process in the creation of a viable doctoral dissertation. In this assignment, you will identify the components of a prospectus in a published dissertation.

General Requirements:

Use the following information to ensure successful completion of the assignment:

· Review the dissertation by Wigton in the course materials for this topic. ATTACHED

· Locate and download “Prospectus Extraction Template.” ATTACHED

· This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

· APA style is required for this assignment.

Directions:

Complete the “Prospectus Extraction Template” by extracting the components of the prospectus from the Wigton dissertation. Be sure to adhere to length requirements as expressed in the template.

College of Doctoral Studies

 

 

 

 

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Prospectus Extraction Template

 

Introduction

This section briefly overviews the research focus or problem, why the study is worth conducting, and how the study will be completed.

The recommended total length for this section is one paragraph.
· Identify the dissertation topic.  
· State whether the study is quantitative or qualitative.  
· Describe how the study extends prior research or fills a “need” or “defined gap” from current literature.  

 

Background of the Problem

The background section explains both the history and the present state of the problem and research focus.

The recommended total length for this section is two to three paragraphs.
· Identify the “need,” or “defined gap” for the research study.  
· Discuss how the “need” or “defined gap” has evolved historically into the current problem or opportunity to be addressed by the proposed study.  

Theoretical Foundations

This section identifies the theory(-ies) or model(s) that provide the foundation for the research. This section should present the theory(-ies) or models(s) and explain how the problem under investigation relates to the theory(-ies) or model(s). The theory(-ies) or models(s) guide the research questions and justify what is being measured (variables) as well as how those variables are related (quantitative) or the phenomena being investigated (qualitative).

The recommended total length for this section is one paragraph.
· Identify the theory(-ies), model(s) relevant to the variables (quantitative study) or phenomenon (qualitative study).

Note: quantitative studies should have a theory for each variable.

  
· Describe how the theories relate to the research problem.  

 

Review of the Literature

This section provides a broad, balanced overview of the existing literature related to the proposed research topic. It describes the literature in related topic areas and its relevance to the proposed research topic findings. It provides a short one-two sentence description of each theme/topic, and it identifies the relevance of the literature to the research topic supporting it with at least one citation from the literature.

The recommended total length for this section is one to two paragraphs.
· List the major themes or topics related to the study.  
· Provide a short description of each theme/topic.  
· Identify the relevance of each theme to the research topic supporting each with at least one citation.  

 

Problem Statement

This section includes the problem statement, the population affected, and how the study will contribute to solving the problem.

The recommended total length for this section is one paragraph.
· Copy and paste the problem statement from the dissertation.  
· After reading this section, describe the magnitude and importance of the problem, supporting it with citations from the dissertation.  

Research Question(s) and/or Hypotheses

This section narrows the focus of the study and specifies the research questions to address the problem statement. Based on the research questions, it describes the variables or groups and their hypothesized relationship (for a quantitative study) or the phenomena under investigation (for a qualitative study).

The recommended total length for this section is two to three paragraphs.
· Copy and paste the research questions and from the dissertation.  
· For a qualitative study, describe the phenomenon to be studied. For a quantitative study, identify the hypotheses and variables.  

Significance of the Study

This section identifies and describes the significance of the study and the implications of the potential results based on the research questions and the problem statement, hypotheses, or investigated phenomena. It describes how the research fits within and will contribute to the current literature or body of research. It describes potential practical applications from the research.

The recommended total length for this section is one paragraph.
· Describe how the proposed research will contribute to the literature, relating it specifically to other studies from the Background of the Problem and Problem Statement, above.  
· Describe how the proposed research will contribute to the literature on the selected theory(-ies) or model(s) that comprise the Theoretical Foundation for the study.  
· Describe how addressing the problem will have practical value for the real world considering the population, community, and/or society.  
Rationale for Methodology

This section clearly justifies the methodology the researcher plans to use for conducting the study. It argues how the methodological framework is the best approach to answer the research questions and address the problem statement. It uses citations from textbooks and articles on research methodology and/or articles on related studies.

The recommend total length for this section is one paragraph.
· Identify the methodology for the study (quantitative, qualitative, or mixed).  
· Justify the research methodology to be used for the study by discussing why it is the best approach for answering the research questions and addressing the problem statement.  
Nature of the Research Design for the Study

This section describes the specific research design to answer the research questions and why this approach was selected. It describes the research sample being studied as well as the process that will be used to collect the data on the sample.

The recommend total length for this section is one paragraph.
· Identify the specific type of research design chosen for the study.

  
· Identify the sample for the study  
· Discuss why the selected design is appropriate to address the research questions.

  
Purpose of the Study

The purpose statement section provides a reflection of the problem statement and identifies how the study will be accomplished. It explains how the proposed study will contribute to the field.

The recommend total length for this section is one paragraph.
· Copy and paste the purpose statement from the dissertation.  
· Identify the target population, phenomena (qualitative), and variables (quantitative).  
Instrumentation or Sources of Data

Describes, in detail, all data collection instruments and sources (tests, questionnaires, interviews, data bases, media, etc.). Discusses the specific instrument or source to collect data for each variable or group (quantitative study). Discusses specific instrument or source to collect information to describe the phenomena being studied (qualitative study).

The recommend total length for this section is one paragraph.
· Identify the types of data that will be collected to answer each research question (qualitative study) or the data that will be collected for each variable/group (quantitative study).

  

 

 

 

 

 

Data Collection Procedures

This section details the entirety of the process used to collect the data. It describes each step of the data collection process in a way that another researcher could replicate the study.

The recommended total length for this section is two paragraphs.
· Define the target population and the expected sample size, which comprises the people or organizations being studied, as defined in the problem statement.

  
· Include the steps the researcher used to collect data. (e.g., obtaining initial informed consent from participating organization; IRB review; sample selection; groupings; protecting rights/well-being; maintaining data security; sample recruitment; data collection instruments and approaches; field testing instruments; notifying participants; collecting the data, etc.)

  

 

Data Analysis Procedures

This section describes how the data were collected for each variable or group (quantitative study) or for each research question (qualitative study). It describes the type of data to be analyzed, identifying the descriptive, inferential, and/or non-statistical analyses. Demonstrates that the research analysis is aligned to the specific research design.

The recommend total length for this section is one paragraph
· Describe the analysis to examine each stated research question and/or hypothesis.

· For quantitative studies, describe the analyses including the inferential and/or descriptive statistics to be completed. For qualitative studies, describe the specific analytic approach appropriate for the Research Design and each research question to be completed

 .

 

Ethical Considerations

This section discusses the potential ethical issues surrounding the research as well as how human subjects and data will be protected. It identifies how any potential ethical issues will be addressed.

The recommended total length for this section is one paragraph.
· Describe how the identities of the participants in the study and data will be protected.  
· Describe subject recruiting, informed consent, and site authorization processes.  

 

 

References

Include an APA-formatted reference for each citation presented above.
 

 

Case Conference Study Paper.

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CASE CONFERENCE GUIDELINES

Psyc 441 – Intro to Clinical Psychology, Winter 2019

On Tuesday, March 26, we will conduct a simulated case conference using Kym Buchman, the character portrayed by Anne Hathaway in the 2008 film Rachel Getting Married, as the hypothetical client. Students are expected to review the film before the case conference.

 

Each student will be assigned a therapeutic perspective. Assignments will be available on an Excel worksheet in Canvas. Students will prepare a short paper analyzing the client using their perspective; the paper will be turned in the day of discussion. The analysis should include:

 

1. Case conceptualization – Frame Ms. Buchman’s issues using theoretical assumptions of your perspective. Use terms consistent with your model in describing the client’s problems. Provide definitions of your terms; don’t assume readers would be familiar with your perspective’s principles. If your perspective does not emphasize theory or case conceptualization, review reasons why the approach does not stress this area.

 

2. Assessment (optional) – You may assume a clinical interview has been administered. You have the option to briefly describe one or two additional assessment instruments you would use. Describe the rationale for the use of the instrument from the framework of your perspective, and why the additional assessment information would be useful.

 

3. Treatment – Describe interventions from your perspective that you would use with Ms. Buchman. State the rationale and justification for your interventions; they should not be selected haphazardly. What would be some expected effects of your interventions?

 

4. Reflections – Provide some personal observations on the exercise. Did you feel constrained by your assigned perspective, or was it easy to adopt the framework? What aspects of other perspectives may have been helpful in understanding or treating the client?

 

NOTE: While I am interested in your reflections, the bulk of the paper should be on conceptualization & treatment. The reflection section shouldn’t be more than 250 words.

 

The paper should be about 1000 words, typed and double-spaced. Excessively short or long papers will be penalized; stay within 850 – 1150 words for full credit. Please include a final word count (handwritten is fine). APA style is not necessary. A well-written paper will have a clear, logical structure and be free of spelling and grammatical errors.

 

In addition to the paper, students are expected to contribute during the case conference, where we will contrast how the various perspectives conceptualize how the client developed her problems, and their recommendations for treatment.

 

The paper is worth 18 points, and participation during the in-class case conference contributes to class participation score. Late penalties for the paper are discussed in the syllabus. The syllabus also has information on acceptable ways to submit your paper if you do not attend class on the due date.

Evaluation of Test Materials and Procedures

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Evaluation of Test Materials and Procedures

In Unit 2, you selected one standardized test that has relevancy to your academic and professional goal and focused on the first four elements of the Code for selecting a test. In Unit 5, you focused on the fifth element of the Code, which involved analyzing the evidence for technical quality of your selected test.

In Chapters 7 and 8 of your Psychological Testing and Assessment text, you have been learning about test utility, test development, item analysis, and using tests in a variety of settings and with a variety of test takers. In this assignment, you will apply those concepts to your selected test for the Code’s sixth, seventh, and eighth elements. The Code (2004) states that test users, “(6) evaluate representative samples of test questions or practice tests, directions, answer sheets, manuals, and score reports before selecting a test; (7) evaluate procedures and materials used by the test developers, as well as the resulting test, to ensure that potentially offensive content or language is avoided; and (8) select tests with appropriately modified forms or administration procedures for test takes with disabilities who need special accommodations.”

For this assignment, locate a minimum of five resources (a minimum three peer-reviewed journal articles) pertaining to your test’s construction, item development, procedures utilized in construction to minimize offensive content, and provisions of modifications and accommodations for test takers. You will not be required or need to have a copy of your test to complete this assignment. You may use many different types of references and sources to obtain this information about your test. These references may include journal articles, literature reviews, MMY reviews, and publisher websites.

Information gathering and evaluation of these elements may require a keyword search within each relevant review and research article. It may be helpful to do keyword searches within those documents with the following words: format, fair, fairness, bias, appropriate, accommodations, modifications, and computer or computer assisted. Subsequently, this particular assignment requires a deeper search and provides a broader range of sources to fulfill the minimum references. In almost all cases, you will be able to locate some level of information on these elements.

For some newer test editions, literature may be scarce. Refer back to the Lists of Tests by Type document to see which tests are approved for supplementation with articles that address earlier editions of the tests. If the “Combined Review Allowed” column is marked “Yes,” you can supplement your review with articles addressing the designated prior version of the test.

Note: In future courses, you may use the Capella library’s Interlibrary Loan service to obtain articles outside of the collection, but you should not have to use the service for this course. In the event that you cannot find articles covering a newer test edition, please refer to the List of Tests by Type document in the resources. Note which tests have been designated as acceptable for searching prior test editions.

If you are struggling with locating sufficient information about a particular test in regard to an element in this assignment, then you will need to cite the references or reviews involved in your search and identify this element as problematic for your selected test as it lacks sufficient documentation in the literature for this code or standard.

Compose your findings into a paper using the following outline (please use these headings):

  1. Title page (required).
  2. Abstract (optional).
  3. Introduction: Identify the standardized test you selected in Unit 2, and its stated purpose.
  4. Test items and format.
    • Identify type or format of test items.
    • Identify formats of the test that are available (including alternate forms, audio, computer, et cetera).
    • Identify the types of scores obtained from the test. (Include information about norms.)
    • Evaluate and identify or cite positive aspects of test items and formats, directions, answer sheets, and score reports.
    • Evaluate and identify or cite negative aspects of test items and formats, directions, answer sheets, and score reports.
    • Summarize the quality and appropriateness of the test items and formats, directions, answer sheets, and score reports.
  5. Fair and appropriate materials.
    • Identify or cite positive and negative aspects of test materials that minimize potentially offensive content or language. Explain.
    • Identify or cite if the test allows appropriate modifications or accommodations. Explain how or why it does not allow such modifications or accommodations.
    • Cite at least one AERA standard for Supporting Documentation for Tests (see Chapter 7 of your Standards for Educational and Psychological Testing text) that are implicated in either the positive or negative aspects of your selected test.
  6. Use of technology.
    • Discuss and evaluate how advances in technology have been utilized or incorporated with your selected test to address test items and format.
    • Discuss and evaluate how advances in technology have been utilized or incorporate with your selected test to address fair and appropriate materials.
  7. Synthesis of findings.
    • Identify any major strengths you identified for your test in terms of test items and materials.
    • Identify any weaknesses, even if they are relative, regarding your test in terms of test items and materials.
  8. Conclusions and recommendations.
    • Evaluate your selected test based on the strengths and weaknesses, and advantages and disadvantages of the test items, materials, and their appropriateness.
    • Make at least three recommendations about improvements that could be considered to improve the test, if applicable. Cite standards (AERA) to support each recommendation.
  9. References (required, use current APA format and style).

Additional Requirements

Your paper should meet the following requirements:

  • References: A minimum of five references (a minimum of three peer-reviewed journal articles among the five).
  • Length of paper: At least five pages (not including title page, abstract, or references).
Reference

Joint Committee on Testing Practices. (2004). Code of fair testing practices in education. Retrieved from http://www.apa.org/science/programs/testing/fair-testing.pdf

Resources

  • Evaluation of Test Materials and Procedures Scoring Guide.
  • APA Style and Format.
  • Code of Fair Testing Practices in Education [PDF].
  • List of Tests by Type [PDF].

    ‘1 CAPELLA UNIVERSITY PSY7610 Tests by Type

    Test or Instrument Combined Review Allowed?

    Publisher

    Intelligence / Cognitive Abilities

    Comprehensive Test of Nonverbal Intelligence – Second Edition (CTONI-2)*

    Yes, with CTONI WPS

    Differential Ability Scales – II (DAS-II) NO Pearson

    Kaufman Assessment Battery for Children – Second Edition (KABC-II)

    NO Pearson

    Stanford-Binet Intelligence Scales – Fifth Edition (SB5)

    NO PRO-ED

    Test of Nonverbal Intelligence – Fourth Edition (TONI-4)

    NO PRO-ED

    Universal Nonverbal Intelligence Test – Second Edition (UNIT2)*

    Yes, with UNIT PROED

    Wechsler Adult Intelligence Scale – Fourth Edition (WAIS-IV)

    NO Pearson

    Wechsler Intelligence Scale for Children – Fifth Edition (WISC-V)

    Yes, with WISC-IV Pearson

    Wechsler Preschool and Primary Scale of Intelligence – Fourth Edition (WPPSI-IV)

    NO Pearson

    Woodcock-Johnson Tests of Cognitive Abilities – Fourth Edition (WJIV:COG)*

    Yes, with WJIII Houghton Mifflin Harcourt

    Achievement / Aptitude

    Graduate Record Examinations (GRE) NO ETS

    Kaufman Test of Educational Achievement – Third Edition (KTEA-3)*

    Yes, with KTEA-2 Pearson

    Miller Analogies Test (MAT) NO Pearson

    Wechsler Individual Achievement Test – Third Edition (WIAT-III)

    NO Pearson

    Wide Range Achievement Test – Fourth Edition (WRAT4)

    NO Pearson

    Woodcock Reading Mastery Tests – Third Edition (WRMT-III)

    NO Pearson

    1

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

    ‘1 CAPELLA UNIVERSITY PSY7610 Test or Instrument Combined

    Review Allowed? Publisher

    Woodcock-Johnson Tests of Achievement – Fourth Edition (WJIV:ACH)*

    Yes, with WJIII Houghton Mifflin Harcourt

    Personality 16PF – Fifth Edition (16PF 5) NO IPAT

    Millon Adolescent Personality Inventory (MAPI)

    NO Pearson

    Millon Clinical Multiaxial Inventory – IV (MCMI-IV)*

    Yes, MCMI-III Pearson

    Minnesota Multiphasic Personality Inventory – 2 (MMPI-2)*

    Yes, MMPI-2-RF Pearson

    Minnesota Multiphasic Personality Inventory – Adolescent (MMPI-A)*

    Yes, MMPI-A-RF Pearson

    NEO Personality Inventory – 4 (NEO-4)* Yes, NEO-3 PAR

    Personality Inventory for Children – Second Edition (PIC-2)

    NO WPS

    Behavior Achenbach System of Empirically Based Assessment (ASEBA) – any forms or age range

    NO ASEBA

    Behavior Assessment System for Children – 3 (BASC-3)*

    Yes, BASC-2 Pearson

    Behavior Rating Inventory of Executive Function (BRIEF)

    – any forms or age range

    NO PAR

    Conners 3 NO Multi- Health Systems

    Conners Comprehensive Behavior Rating Scales (CBRS)

    NO Multi- Health Systems

    Adaptive Behavior

    Adaptive Behavior Assessment System – 3 (ABAS-3)

    Yes, ABAS-2 WPS

    Scales of Independent Behavior – Revised (SIB-R)

    NO Houghton Mifflin Harcourt

    2

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

    ‘1 CAPELLA UNIVERSITY PSY7610 Test or Instrument Combined

    Review Allowed? Publisher

    Vineland Adaptive Behavior Scales – 3 (VABS-3)*

    Yes, VABS-II Pearson

    Neuropsych ological

    Dean Woodcock Neuropsychological Battery (DWNB)

    NO Houghton Mifflin Harcourt

    Halstead Reitan Neuropsychological Battery (HRNB)

    NO Neuropsy chology Center

    Luria-Nebraska Neuropsychological Battery II (LNNB-2)*

    Yes, LNNB WPS

    NEPSY – Second Edition (NEPSY-II) NO Pearson

    Neuropsychological Assessment Battery (NAB)

    NO PAR

    Careers/Busi ness/Organiz ations

    Armed Services Vocational Aptitude Battery (ASVAB)

    NO USMEPC OM

    California Psychological Inventory – (CPI) NO CPP

    Campbell Interest and Skill Survey (CISS) NO Pearson

    Fundamental Interpersonal Relations Orientation – Behavior (FIRO-B)

    NO CPP

    Hogan Personality Inventory (HPI) NO Hogan Assessme nts

    Strong Interest Inventory (SII) NO CPP

    Thomas-Kilmann Conflict Mode Instrument (TKI)

    NO CPP

    Wonderlic Personnel Test – Revised (WPT- R)

    Yes, WPT Wonderlic

    Autism Autism Spectrum Rating Scales (ASRS) NO Multi- Health Systems

    Checklist for Autism Spectrum Disorder (CASD)

    NO Stoelting

    Childhood Autism Rating Scale – Second Edition (CARS- 2)

    NO WPS

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    ‘1 CAPELLA UNIVERSITY PSY7610 Test or Instrument Combined

    Review Allowed? Publisher

    Gilliam Autism Rating Scale – Third Edition (GARS-3)

    Yes, GARS-2 PROED

    Depression Beck Depression Inventory – II (BDI-II) NO Pearson

    Beck Hopelessness Scale – Revised (BHS- R)*

    Yes, BHS Pearson

    Children’s Depression Inventory – 2 (CDI2) NO Multi- Health Systems

    Preschool Bayley Scales of Infant and Toddler Development – III (Bayley-III)

    NO Pearson

    Brigance Inventory of Early Development – III (BRIGANCE IED-III)*

    Yes, BRIGANCE IED-2

    Curriculu m Associate s

    * Tests may be frequently revised. In those cases, and depending on when you are researching a particular test, it may be difficult to locate sufficient articles on the latest version of your test. If needed, you may complete your review of the test by combining research on the current version with the previous one. See the second column for those tests and their allowed previous version for your research.

    4

     

    • Tests by Type

Defending Your Policy Proposal VIDEO (4-5 Mins)

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Once you have built an agenda for your policy, developed a policy proposal plan, and strategically analyzed the composition of the audience to which you will present your policy proposal in this Assignment, you will submit a video presentation summary of the policy proposal you created from last week’s Discussion. This is a simulation for a presentation summary you would make to policy leaders.

By Day 7

Submit a video presentation summary of the policy proposal you created from last week’s Discussion. Be sure to incorporate feedback from your colleagues. Make sure that your summary presentation provides a solid rationale for the passage of your policy, using reputable sources from experts in the field. This should be a simulation of a summary presentation you would make to “real-world” policy leaders, so make sure you are succinct and informative. You can include any visual aids that you think help your presentation.

Your video should be 4–5 minutes and no more than 6 minutes.

Policy Proposals

Policy development and implementation are essential processes that need to be embraced in social work. They are crucial aspects that can influence change on how things can be done for our clients to achieve either a negative or positive outcomes. Notably as a social worker, if you need to be more effective in practice, then you should advocate for policies that enhance the desired results to your clients during service time (Plummer, Makris, Brocksen, 2014). Significantly, as a social worker, I have realized that I should not emphasize on every social policy; however, I must make consideration of policies that cover all of my clients.

Policy

To provide permanent housing vouchers for families that are homeless and provide short term assistance to the less affected family. This policy is essential because there will be a consistent payment irrespective of the fact that the tenants will guarantee a particular portion, the clients are aware that failure to do so they might lose their voucher. This means that there will be strict guidelines regulating the behaviors of tenants. Thus, failure to adhere to any part of their signed lease results in loss of the voucher (Plummer et al., 2014).

Jose a Latino male aged 42 years and who is heterosexual he is homeless and has a concern of substance abuse. In this case, Jose requires both counseling and housing services. Considerably, I will implement the housing programs to all individuals who are homeless, and thus Jose will be a beneficiary. Further, I would appeal to the state and federal governments to provide substantial assistance to victims suffering from drug and substance abuse and homeless. I will factor the homeless individuals to further their education by providing resources that will facilitate their learning and social services as well.  The policy will cost a substantial amount financed by the government and state agencies annually.

The author designates a trade-off is how policy ranks high in one criterion but maybe lower on another standard (Jansson, 2018).In the case of Jose, the trade-off will be developed limiting the annually cost and providing a prepaid voucher system without adhering to state and federal tax penalties laws. Also, in the case of Jose, I would use a trade-off in implementing more homeless shelters and spend less money on the substance abuse issues with Jose but I would have more money invested in the effectiveness of helping a diverse population of homeless people in seeking shelters.

 

References

Plummer, S.-B, Makris, S., Brocksen S. (Eds.). (2014). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].”Working with Clients with Addictions: The Case of Jose” (pp. 65–68).

Jansson, B. S. (2018). Becoming an effective policy advocate: From policy practice to social justice (8th ed.). Pacific Grove, CA: Brooks/Cole Cengage Learning Series. Chapter 8, “Placing Policy Proposals in Policy Briefs in the Second, Third, and Fourth Steps of Policy Analysis” (pp. 246-283)