This is a follow-up assignment- Exclusively for Catherine Owens

Please use the attached previously completed articles in Chapter 2 to complete this assignment for the next following next stages

STAGE: Reasons for Lack of Access to Mental Health

Introduction

Background of the Problem

Theoretical literature

Literature Themes

Mental Health Infrastructure

Synthesis

This stage requires a minimum of 10 articles

STAGE: Populations that Use Mental Health Services

Introduction

Background of the Problem

Theoretical literature

Literature Themes

Mental Health Infrastructure

Synthesis

This stage requires a minimum of 7 articles

STAGE: Populations that Reject Mental Health services

Introduction

Factors Influencing Individuals’ Decision to Utilize Mental Health in South Texas

Submitted by

James Dada

 

 

 

 

 

 

A Dissertation Presented in Partial Fulfillment

of the Requirements for the Degree

Doctor of Philosophy

 

 

 

 

 

Grand Canyon University

Phoenix, Arizona Comment by GCU: HINT: There are several “styles” that have been set up in this GCU Template. When you work on your proposal or dissertation, “save as” this template in order to preserve and make use of the preset styles. This will save you hours of work!

 

 

[Insert Current Date Until Date of Dean’s Signature]

 

 

 

 

GCU Proposal Template V8.3 01.18.18

 

© by Your Full Legal Name (No Titles, Degrees, or Academic Credentials), 2018 Comment by GCU: NOTE: This is an optional page. If copyright is not desired, delete this page. The copyright page is included in the final dissertation and not part of the proposal. Comment by GCU: For example: © by Jane Elizabeth Smith, 2012This page is centered. This page is counted, not numbered, and should not appear in the Table of Contents.

All rights reserved.

 

GRAND CANYON UNIVERSITY Comment by GCU: The Signature Page is only included in the final dissertation and not part of the proposal.

 

The Dissertation Title Appears in Title Case and is Centered Comment by GCU: If the title is longer than one line, double-space it. The title should be typed in upper and lowercase letters.

 

by

Insert Your Full Legal Name (No Titles, Degrees, or Academic Credentials) Comment by GCU: For example: Jane Elizabeth Smith

 

 

Approved

 

[Insert Current Date Until Date of Dean’s Signature]

 

 

DISSERTATION COMMITTEE:

Full Legal Name, Ed.D., DBA, or Ph.D., Dissertation Chair

Full Legal Name, Ed.D., DBA, or Ph.D., Committee Member

Full Legal Name, Ed.D., DBA, or Ph.D., Committee Member

 

ACCEPTED AND SIGNED:

 

 

________________________________________

Michael R. Berger, Ed.D.

Dean, College of Doctoral Studies

 

_________________________________________

Date

GRAND CANYON UNIVERSITY Comment by GCU: This page is only included in the final dissertation and not part of the proposal. However, the learner is responsible for ensuring the proposal and dissertation are original research, that all scholarly sources are accurately reported, cited, and referenced, and the study protocol was executed and complies with the IRB approval granted by GCU.

 

The Dissertation Title Appears in Title Case and is Centered

 

I verify that my dissertation represents original research, is not falsified or plagiarized, and that I accurately reported, cited, and referenced all sources within this manuscript in strict compliance with APA and Grand Canyon University (GCU) guidelines. I also verify my dissertation complies with the approval(s) granted for this research investigation by GCU Institutional Review Board (IRB).

 

 

_____________________________________________ ______________________

James Ayodele Dada Date Comment by GCU: This page requires a “wet signature.” Remove the brackets and type in the learner’s name. The learner needs to sign and date this page and insert a copy into the dissertation manuscript as an image (JPEG) or PDF text box. This page must be signed and dated prior to final AQR Level 5 review.

 

 

Abstract Comment by GCU: On the first line of the page, center the word “Abstract” (boldface) Style with “TOC Heading”Beginning with the next line, write the abstract. Abstract text is one paragraph with no indentation and is double-spaced. This page is counted, not numbered, and does not appear in the Table of Contents. Abstracts do not include references or citations.The abstract should be between 150-250 words, most importantly the abstract must fit on one page.The abstract is only included in the final dissertation and not part of the proposal.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Keywords: Abstract, assist future researchers, 150 to 250 words, vital information Comment by GCU: Librarians and researchers use the abstract to catalogue and locate vital research material.

 

Criterion *(Score = 0, 1, 2, or 3)	Learner Score	Chair Score	Methodologist Score	Content Expert Score
ABSTRACT (Dissertation Only—Not Required for the Proposal) The abstract is typically read first by other researchers and is an accurate, non-evaluative, concise summary or synopsis of the research study. The abstract provides a succinct summary of the study and MUST include the purpose of the study, theoretical foundation, research questions (stated in narrative format), sample, location, methodology, design, data analysis, and results, as well as, a valid conclusion of the research. Abstracts must be double-spaced, fully justified with no indentions. (one page)
The abstract provides a succinct summary of the study and MUST include: the purpose of the study, theoretical foundation, research questions stated in narrative format, sample, location, methodology, design, data sources, data analysis, results, and a valid conclusion of the research. Note: The most important finding(s) should be stated with actual data/numbers (quantitative) ~or~ themes (qualitative) to support the conclusion(s).
The abstract is written in APA format, one paragraph fully justified with no indentations, double-spaced with no citations, and includes key search words. Keywords are on a new line and indented.
The abstract is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.
*Score each requirement listed in the criteria table using the following scale: 0 = Item Not Present or Unacceptable. Substantial Revisions are Required. 1 = Item is Present. Does Not Meet Expectations. Revisions are Required. 2 = Item is Acceptable. Meets Expectations. Some Revisions May be Suggested or Required. 3 = Item Exceeds Expectations. No Revisions are Required.
Reviewer Comments:

 

 

 

 

Dedication Comment by GCU: The Dedication page is the first page in the dissertation with a Roman Numeral. In the final dissertation this is usually page vi, so we have set it as vi.The dedication is only included in the final dissertation, not the proposal.

An optional dedication may be included here. While a dissertation is an objective, scientific document, this is the place to use the first person and to be subjective. The dedication page is numbered with a Roman numeral, but the page number does not appear in the Table of Contents. It is only included in the final dissertation and is not part of the proposal. If this page is not to be included, delete the heading, the body text, and the page break below. Comment by GCU: If you cannot see the page break, click on the top toolbar in Word (Home). Click on the paragraph icon. ¶Show/Hide button (go to the Home tab and then to the Paragraph toolbar).

 

Acknowledgments Comment by GCU: See formatting note for DedicationThe Acknowledgements section is included only in the final dissertation, not the proposal.

An optional acknowledgements page can be included here. This is another place to use the first person. If applicable, acknowledge and identify grants and other means of financial support. Also acknowledge supportive colleagues who rendered assistance. The acknowledgments page is numbered with a Roman numeral, but the page number does not appear in the table of contents. This page provides a formal opportunity to thank family, friends, and faculty members who have been helpful and supportive. The acknowledgements page is only included in the final dissertation and is not part of the proposal. If this page is not to be included, delete the heading, the body text, and the page break below. Comment by GCU: If you cannot see the page break, click on the top toolbar in Word (Home). Click on the paragraph icon. ¶Show/Hide button (go to the Home tab and then to the Paragraph toolbar).Do not use section breaks!

 

Table of Contents List of Tables xi List of Figures xii Chapter 1: Introduction to the Study 1 Introduction 1 Background of the Study 6 Problem Statement 7 Purpose of the Study 10 Research Questions and/or Hypotheses 11 Advancing Scientific Knowledge and Significance of the Study 14 Rationale for Methodology 16 Nature of the Research Design for the Study 17 Definition of Terms 19 Assumptions, Limitations, Delimitations 21 Assumptions. 22 Limitations and delimitations. 22 Summary and Organization of the Remainder of the Study 24 Chapter 2: Literature Review 26 Introduction to the Chapter and Background to the Problem 26 Identification of the Gap 28 Theoretical Foundations and/or Conceptual Framework 30 Review of the Literature 32 Methodology and instrumentation/data sources/research materials 36 Summary 39 Chapter 3: Methodology 42 Introduction 42 Statement of the Problem 43 Research Questions and/or Hypotheses 44 Research Methodology 45 Research Design 47 Population and Sample Selection 48 Quantitative sample size 48 Qualitative sample size 50 Research Materials, Instrumentation OR Sources of Data 54 Trustworthiness (for Qualitative Studies) 58 Credibility. 59 Transferability 59 Dependability. 60 Confirmability. 61 Validity (for Quantitative Studies) 63 Reliability (for Quantitative Studies) 65 Data Collection and Management 66 Data Analysis Procedures 68 Ethical Considerations 72 Limitations and Delimitations 75 Summary 76 References 78 Appendix A. Site Authorization Letter(s) 83 Appendix B. IRB Approval Letter 84 Appendix C. Informed Consent 85 Appendix D. Copy of Instruments and Permissions Letters to Use the Instruments 86 Appendix E. Power Analyses for Sample Size Calculation (Quantitative Only) 87 Appendix F. Additional Appendices 88

List of Tables Comment by GCU: This List of Tables has been set up to update automatically (when you click to do so). The List of Figures “reads” the style “Table Title,” which should be used in the text for the table title and subtitle of each table. Check “Help” in Word on how to update the TOC.The List of Tables follows the Table of Contents. The List of Tables is included in the Table of Contents and shows a Roman numeral page number at the top right. The page number is right justified with a 1 in. margin on each page. Dot leaders must be used. The title is bolded.On the List of Tables, each table title and subtitle will appear on the same line are are single spaced if more than one line, and double-spaced between entries. See 5.01-5.19 for details and specifics on Tables and Data Display. The preferences for the Table of Figures (style for the List of Tables) have been set up in this template.The automatic List of Tables (set up here) uses the style “Table of Figures, which has been formatted to achieve correct single space/double space formatting.All tables are numbered with Arabic numerals in the order in which they are first mentioned. [5.05]

Table 1. Correct Formatting for a Multiple Line Table Title is Single Spacing and Should Look Like this Example 36

Table 2. Equality of Emotional Intelligence Mean Scores by Gender 66

 

Note: Single space multiple-line table titles; double space between entries per example above. The List of Tables and List of Figures (styled as Table of Figures) have been formatted as such in this template. Update the List of Tables in the following manner: [Right click Update Field Update Entire Table], and the table title and subtitle will show up with the in-text formatting. After you update your List of Tables, you will need to manually remove the italics from each of your table titles per the example above.

List of Figures Comment by GCU: This is an example of a List of Figures “boiler plate.” Freely edit and adapt this to fit the particular dissertation. In Word, “overtype” edits and adaptations.The List of Figures follows the List of Tables. The title “List of Figures” is styled as Heading 1.The List of Figures is included in the Table of Contents (which will show up automatically since it is styled as Heading 1). and shows a Roman numeral page number at the top right. The list of figures has been set up with the style “Table of Figures,” for which all preferences have been set in this template (hanging indent tab stop 5.99” right justified with dot leader). Figures, in the text of the manuscript, include graphs, charts, maps, drawings, cartoons, and photographs [5.21]. In the List of Figures, single-space figure titles and double-space between entries. This has been set up in the “Table of Figures” style in this template. See 5.20-5.30 for details and specifics on Figures and Data Display.All figures are numbered with Arabic numerals in the order in which they are first mentioned. [5.05] The figure title included in the Table of Contents should match the title found in the text. Note: Captions are written in sentence case unless there is a proper noun, which is capitalized.

Figure 1. Correlation for SAT composite score and time spent on Facebook. 69

Figure 2. IRB alert. 73

 

 

Note: single-space multiple line figure titles; double-space between entries per example in List of Tables on previous page. Use sentence case for figure titles. After you update your List of Figures, you will need to manually remove the italics per the example above.

 

87

 

 

Chapter 1: Introduction to the Study Comment by GCU: This heading is styled according to APA Level 1 heading (style: “Heading 1”) [3.03]. Do not modify or delete as it will impact your automated table of contents

Introduction Comment by GCU: This heading is styled according to APA Level 2 heading (style: “Heading 2”) [3.03]. Do not modify or delete as it will impact your automated table of contents

This section describes what the researcher will investigate, including the research questions, hypotheses, and basic research design. The introduction develops the significance of the study by describing how the study is new or different from other studies, how it addresses something that is not already known or has not been studied before, or how it extends prior research on the topic in some way. This section should also briefly describe the basic nature of the study and provide an overview of the contents of Chapter 1. Learners and committee members should also note the following important information about dissertation topics:

The College of Doctoral Studies recognizes the diversity of learners in our programs and the varied interests in research topics for their dissertations in the Social Sciences.

Dissertation topics must, at a minimum, be aligned to General Psychology in the Ph.D. program, Leadership in the Ed.D. Organizational Leadership program, Adult Instruction in the Ed.D. Teaching and Learning program, Management in the DBA program, and Counseling Practice, Counselor Education, Clinical Supervision or Advocacy/Leadership within the Counseling field in the Counselor Education Ph.D. program.

If there are questions regarding appropriate alignment of a dissertation topic to the program, the respective program chair will be the final authority for approval decisions.

Specifically, although the College prefers a learner’s topic align with the program emphasis, this alignment is not “required.” The College will remain flexible on the learner’s dissertation topic if it aligns with the degree program in which the learner is enrolled. The Ph.D. program in General Psychology does not support clinically based research.

The GCU Dissertation Template provides the structure for the GCU dissertation. The template provides important narrative, instructions, and requirements in each chapter and section. Learners must read the narrative in each section to fully understand what is required and also review the section criteria table which provides exact details on how the section will be scored. As the learner writes each section, s/he should delete the narrative and “Help” comments, but leave the criterion table, after each section, as this is how the committee members will evaluate the learners work. Additionally, when inserting their own narrative into the template, leaners should never remove the headings, as these are already formatted, or “styled.” Removing the headings will cause the text to have to be reformatted, that is, you will need to reapply the style. “Styles” are a feature in Word that defines what the text looks like on the page. For example, the style “Heading 1, used for Chapter headings and the List of Tables title, the List of Figures title, the References title, and the Appendices title, has set up to conform to APA: bold, double spaced, “keep with next,” Times New Roman 12. In addition, the automatic TOC “reads” these styles so that the headings show up in the TOC and exactly match those in the text.

The navigation pane in Word shows the first and second level headings that will appear in the Table of Contents. To access the navigation pane, click on Home in a Word document>View Pane. Learners should consult their course e-books for additional guidance on constructing the various sections of the template (e.g., Grand Canyon University, 2015, 2016, 2017a, 2017b).

Learners should keep in mind that they will write Chapters 1 through 3 as the dissertation proposal. However, there are changes that typically need to be made in these chapters to enrich the content or to improve the readability as the final dissertation manuscript is written. Often, after data analysis is complete, the first three chapters will need revisions to reflect a more in-depth understanding of the topic and to ensure consistency. Engaging in scholarly writing, understanding the criterion rubrics, and focusing on continuous improvement will help facilitate timely progression. Comment by GCU: Include one space after the final sentence puncutation in the dissertation.

To ensure the quality of both the proposal and final dissertation and reduce the time for AQR reviews, writing needs to reflect doctoral level, scholarly-writing standards from the very first draft. Each section within the proposal or dissertation should be well organized and easy for the reader to follow. Each paragraph should be short, clear, and focused. A paragraph should (1) be three to eight sentences in length, (2) focus on one point, topic, or argument, (3) include a topic sentence the defines the focus for the paragraph, and (4) include a transition sentence to the next paragraph. Include one space after each period. There should be no grammatical, punctuation, sentence structure, or APA formatting errors. Verb tense is an important consideration for Chapters 1 through 3. For the proposal, the researcher uses future tense (e.g., “The purpose of this proposed study is to…”), whereas in the dissertation, the chapters are revised to reflect past tense (e.g., “The purpose of this study was to…”). Taking the time to ensure high-quality, scholarly writing for each draft will save learners time in all the steps of the development and review phases of the dissertation process.

As a doctoral researcher, it is the learner’s responsibility to ensure the clarity, quality, and correctness of their writing and APA formatting. The DC Network provides various resources to help learners improve their writing. Grand Canyon University also offers writing tutoring services through the Center for Learning Advancement on writing basics; however, the writing tutors do not provide any level of dissertation editing. The chair and committee members are not obligated to edit documents. Additionally, the AQR reviewers will not edit the proposal or dissertation. If learners do not have outstanding writing skills, they may need to identify a writing coach, editor, and/or other resource to help with writing and editing. Poorly-written proposals and dissertations will be immediately suspended in the various levels of review if submitted with grammatical, structural, and/or form-and-formatting errors.

The quality of a dissertation is evaluated on the quality of writing and based on the criteria that GCU has established for each section of the dissertation. The criteria describe what must be addressed in each section within each chapter. As learners develop a section, first read the section description. Then, review each criterion contained in the table below the description. Learners use both the overall description and criteria as they write each section. Address each listed criterion in a way that it is clear to the chair and committee members. Learners should be able to point out where each criterion is met in each section.

Prior to submitting a draft of the proposal or dissertation or a single chapter to the chair or committee members, learners should assess the degree to which each criterion has been met. Use the criteria table at the end of each section to complete this self-assessment. The following scores reflect the readiness of the document:

0 = Item Not Present or Unacceptable. Substantial Revisions Are Required. Comment by GCU: Format with style “List Bullet.” Numbered or bulleted lists are indented .25 inch from the left margin. Subsequent lines are indented further with a hanging indent of .25” per the example in the text. Each number or bullet ends with a period. Bullet lists use “List Bullet” Style. Numbered lists use “List Number” Style.

1 = Item is Present. Does Not Meet Expectations. Revisions are Required.

2 = Item is Acceptable. Meets Expectations.

3 = Item is Exemplary. No Revisions Required.

Sometimes the chair and committee members will score the work “between” numbers, such as a 1.5 or 2.5. The important thing to remember is that a minimum score of 2 is required on each criterion on the prospectus, proposal and dissertation before one can move to the next step. A good guideline to remember is that learners are not finished with the dissertation until the dean signs the cover page.

Learners need to continuously and objectively self-evaluate the quality of writing and content for each section within the proposal or dissertation. Learners will score their work using the learner column in the criteria tables as evidence that they have critically evaluated their own work. When learners have completed a realistic, comprehensive self-evaluation of their work, then they may submit the document to the chair for review. Rating work as all 3’s will indicate that the learner has not done this. The chair will also review and score each section of the proposal and dissertation and will determine when it is ready for full committee review. Keep in mind the committee review process will likely require several editorial/revisions rounds, so plan for multiple revision cycles as learners develop their dissertation completion plan and project timeline. Notice the tables that certain columns have an X in the scoring box. As mentioned above, the chair will score all five chapters, the abstract and the reference list; the methodologist is only required to score Chapters 1, 3, and 4 and the abstract; the content expert is only required to score Chapters 1, 2, and 5 and the abstract. The chair and committee members will assess each criterion in their required chapters when they return the document with feedback.

Once the document has been fully scored and approved by the chair and committee, and is approved for Level 2 or 5 review, the chair will submit one copy of the proposal or dissertation document with the fully scored assessment tables and one copy of the document with the assessment tables removed for AQR review. Refer to the Dissertation Milestone Guide for descriptions of levels of review and submission process.

Criterion *(Score = 0, 1, 2, or 3)	Learner Score	Chair Score	Methodologist Score	Content Expert Score
Introduction This section provides a brief overview of the research focus or problem, explains why this study is worth conducting, and discusses how this study will be completed. (Minimum three to four paragraphs or approximately one page)
Dissertation topic is introduced and value of conducting the study is discussed. Note: The College of Doctoral Studies recognizes the diversity of learners in our programs and the varied interests in research topics for their dissertations in the Social Sciences.   Dissertation topics must, at a minimum, be aligned to General Psychology in the Ph.D. program, Leadership in the Ed.D. Organizational Leadership program, Adult Instruction in the Ed.D. Teaching and Learning program, Management in the DBA program, and Counseling Practice, Counselor Education, Clinical Supervision or Advocacy/Leadership within the Counseling field in the Counselor Education Ph.D. program.  If there are questions regarding appropriate alignment of a dissertation topic to the program, the respective program chair will be the final authority for approval decisions.   Specifically, although the College prefers a learner’s topic align with the program emphasis, this alignment is not “required.” The College will remain flexible on the learner’s dissertation topic if it aligns with the degree program in which the learner is enrolled. The Ph.D. program in General Psychology does not support clinically based research.
Discussion provides an overview of what is contained in the chapter.
Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.
*Score each requirement listed in the criteria table using the following scale: 0 = Item Not Present or Unacceptable. Substantial Revisions are Required. 1 = Item is Present. Does Not Meet Expectations. Revisions are Required. 2 = Item is Acceptable. Meets Expectations. Some Revisions May be Suggested or Required. 3 = Item Exceeds Expectations. No Revisions are Required.
Reviewer Comments:

Background of the Study Comment by GCU: This heading uses the style “Heading 2” [3.03].

The background section of Chapter 1 describes the recent history of the problem under study. It provides a summary of results from the prior empirical research on the topic. First, the learner identifies the need for the study, referred to as a gap, which the dissertation study will address. Strategies learners can use to identify a need or gap include:

Using results from prior studies.

Using recommendations for further study.

Using societal problems documented in the literature.

Using broad areas of research in current empirical articles.

Using needs identified in three to five research studies (primarily from the last three years.

Next, the learner builds an argument or justification for the current study by presenting a series of logical arguments, each supported with citations from the literature. This need, called a gap, developed from the literature, is the basis for creating the problem statement. A local need is appropriate for a study. However, the learner needs to situate the “need” or problem by discussing how it is applicable beyond the local setting and contributes to societal and/or professional needs. The problem statement is developed based on the need or gap defined in the Background to the Study section.

Criterion *(Score = 0, 1, 2, or 3)	Learner Score	Chair Score	Methodologist Score	Content Expert Score
Background of the Study Minimum two to three paragraphs or approximately one page
The background section of Chapter 1 provides a brief history of the problem. Provides a summary of results from the prior empirical research on the topic.   Using results, societal needs, recommendations for further study, or needs identified in three to five research studies (primarily from the last three years), the learner identifies the stated need, called a gap. Builds a justification for the current study, using a logical set of arguments supported by citations.   The problem is discussed as applicable beyond the local setting and contributes to societal and/or professional needs.
Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.
*Score each requirement listed in the criteria table using the following scale: 0 = Item Not Present or Unacceptable. Substantial Revisions are Required. 1 = Item is Present. Does Not Meet Expectations. Revisions are Required. 2 = Item is Acceptable. Meets Expectations. Some Revisions May be Suggested or Required. 3 = Item Exceeds Expectations. No Revisions are Required.
Reviewer Comments:

 

Problem Statement Comment by GCU: Levels of headings must accurately reflect the organization of the paper [3.02–3.03].For example, this is a level 2 heading, and has been “styled” as Heading 2.

Research problems are socially constructed, meaning that a problem may not be considered one until society recognizes it as a problem. For example, spousal abuse was recognized as a problem after women earned more rights. Research problems are not determined only by how much one knows about it, but by the need to investigate phenomena that affect people in order to improve their lives (Krysik & Flynn, 2013).

The Problem Statement section begins with a declarative statement of the problem under study, such as “It is not known if and to what degree/extent…” or “It is not known how/why…”

Other examples are:

It is not known _____.

Absent from the literature is______.

While the literature indicates ____________, it is not known in (school/district/organization/community) if __________. Comment by GCU: Format bulleted lists using the style “List Bullet.” The preferences for this tyle are: Numbered or bullets are indented .25 inch from the left margin, subsequent lines are indented further to .25 inches. Each number or bullet ends with a period. These preferences have been set in this dissertation template.

This section then describes general population affected by the problem along with the importance, scope or opportunity for the problem and the importance of addressing the problem. Questions to consider when writing the problem include:

What is the need in the world or gap in the literature that this problem statement addresses?

What is the real issue that is affecting society, students, organizations?

At what frequency is the problem occurring?

What is the extent of human suffering that the problem produces?

Why has the problem received lack of attention in the past?

What does the literature and research say about the problem that can and should be addressed at this time?

What are the negative outcomes that this issue is addressing?

This section ends with a description of the unit of analysis, which is the phenomenon, individuals, group or organization under study. Specifically, at the conceptual level, the unit of analysis is the entity/thing (social organization, community, group, individual, social artifacts, policies/principles, or phenomenon) that the researcher wants to be able to say something about. It is the main focus of the study. The unit of analysis is that which the researcher is studying. At the implementation level, the unit of analysis gets determined and defined by the research question/problem statement.

Criterion *(Score = 0, 1, 2, or 3)	Learner Score	Chair Score	Methodologist Score	Content Expert Score
Problem Statement Minimum three or four paragraphs or approximately one page
States the specific problem proposed for research with a clear declarative statement. Discusses the problem statement in relation to the gap or need in the world, considering such issues as: real issues affecting society, students, or organizations; the frequency that the problem occurs; the extent of human suffering the problem produces, the perceived lack of attention in the past; the discussion of the problem in the literature and research about what should be addressed vis à vis the problem; the negative outcomes the issue addresses.
Describes the general population affected by the problem. The general population refers to all individuals that could be affected by the study problem. Example: All older adults in the US who are 65 yrs or older. The target population is a more specific sub-population of interest from the general population, such as low income older adults (≥ 65 yrs) in AZ. Thus, the sample is derived from the target population, not from the general one.
Describes the unit of analysis, which is the phenomenon, individuals, group or organization under study.
Discusses the importance, scope, or opportunity for the problem and the importance of addressing the problem.
The problem statement is developed based on the need or gap defined in the Background to the Study section.
Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.
*Score each requirement listed in the criteria table using the following scale: 0 = Item Not Present or Unacceptable. Substantial Revisions are Required. 1 = Item is Present. Does Not Meet Expectations. Revisions are Required. 2 = Item is Acceptable. Meets Expectations. Some Revisions May be Suggested or Required. 3 = Item Exceeds Expectations. No Revisions are Required.
Reviewer Comments:

Purpose of the Study

The Purpose of the Study section of Chapter 1 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 section begins with a declarative statement, “The purpose of this study is….” Included in this statement are also the research design, target population, variables (quantitative) or phenomena (qualitative) to be studied, and the geographic location. Further, the section clearly defines the variables, relationship of variables, or comparison of groups for quantitative studies. For qualitative studies, this section describes the nature of the phenomenon/a to be explored. Keep in mind that the purpose of the study is restated in other chapters of the dissertation and should be worded exactly as presented in this section of Chapter 1. Comment by GCU: Note: Each paragraph of the dissertation must 3-5 sentences at minimum, and no longer than one manuscript page [3.08].

 

 

Criterion *(Score = 0, 1, 2, or 3)	Learner Score	Chair Score	Methodologist Score	Content Expert Score
PURPOSE OF THE STUDY Minimum two to three paragraphs
Begins with one sentence that identifies the research methodology and design, target population, variables (quantitative) or phenomena (qualitative) to be studied and geographic location. This can be presesnted as a declarative statement: “The purpose of this study is….” that identifies the research methodology and design, population, variables (quantitative) or phenomena (qualitative) to be studied and geographic location.
Describes the target population and geographic location.
Quantitative Studies: Defines the variables and relationship of variables. Qualitative Studies: Describes the nature of the phenomena to be explored.
Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.
*Score each requirement listed in the criteria table using the following scale: 0 = Item Not Present or Unacceptable. Substantial Revisions are Required. 1 = Item is Present. Does Not Meet Expectations. Revisions are Required. 2 = Item is Acceptable. Meets Expectations. Some Revisions May be Suggested or Required. 3 = Item Exceeds Expectations. No Revisions are Required.
Reviewer Comments:

 

 

Research Questions and/or Hypotheses Comment by GCU: Insert the correct heading based on the methodology for your study. Qualitative studies use the header “Research Questions”; Quantitative and Mixed Method studies use the header “Research Questions and 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 research questions and hypotheses should be derived from, and are directly aligned with, the problem statement and theoretical foundation (theory(s) or model(s). The Research Questions and/or Hypotheses section of Chapter 1 will be presented again in Chapter 3 to provide clear continuity for the reader and to help frame data analysis in Chapter 4.

If the study is qualitative, state the research questions the study will answer, and describe the phenomenon to be studied. Qualitative studies will typically have one overarching research question with three or more subquestions. If the study is quantitative or mixed methods, state the research questions the study will answer, identify the variables, and state the hypotheses (predictive statements) using the format appropriate for the specific design. For quantitative studies, the research questions align with the purpose statement. Quantitative studies will typically have three or four research questions and associated hypotheses; mixed method studies can use both, depending on the design.

In a paragraph prior to listing the research questions or hypotheses, include a discussion of the research questions, relating them to the problem statement. Then, include a leading phrase to introduce the questions such as: The following research questions guide this qualitative study:

RQ1: This is an example of how a qualitative research question should align within the text of the manuscript. Indent .25 inches from the left margin. Text that wraps around to the next line is indented using the Hanging Indent feature at .5.” Comment by GCU: Indent .25 inches from the left margin. Text that wraps around to the next line is indented using the Hanging Indent feature at .25.” The style for this is “List RQ.” Note: For the GCU template, the research questions and hypotheses are double spaced and do not follow the APA number or bullet list format for line spacing.

RQ2: Add a research question here following the format above. Additional research questions should follow the same format.

Or, for a quantitative study the research questions are formatted as below. The following research question and hypotheses guide this quantitative study:

RQ1: This is an example of how a quantitative research questions and hypotheses should align within the text of the manuscript. Indent .25 inches from the left margin. Text that wraps around to the next line is indented using the Hanging Indent feature at .5.” Comment by GCU: Use the “Style” called “List RQ to format the RQs and hypotheses.

H01: The null hypothesis that aligns to the research question is listed here. Comment by GCU: The null hypothesis is listed before the alternative hypothesis.

H1a: The alternative hypothesis that aligns to the research question and null hypothesis is listed here. Repeat this pattern for each quantitative research question and associated hypotheses.

Criterion *(Score = 0, 1, 2, or 3)	Learner Score	Chair Score	Methodologist Score	Content Expert Score
Research Question(s) and/or Hypotheses Minimum two to three paragraphs or approximately one page
Qualitative Studies: States the research question(s) the study will answer and describes the phenomenon to be studied. Note: The research questions provide guidance for the data which will be collected to answer the research questions; they do not identify the instruments. Quantitative Studies: States the research questions the study will answer, identifies and describes the variables, and states the hypotheses (predictive statements) using the format appropriate for the specific design and statistical analysis.
This section includes a discussion of the research questions, relating them to the problem statement. The research questions need to be connected to the theory(s) or model(s) from the theoretical foundation section, as well.
Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.
*Score each requirement listed in the criteria table using the following scale: 0 = Item Not Present or Unacceptable. Substantial Revisions are Required. 1 = Item is Present. Does Not Meet Expectations. Revisions are Required. 2 = Item is Acceptable. Meets Expectations. Some Revisions May be Suggested or Required. 3 = Item Exceeds Expectations. No Revisions are Required.
Reviewer Comments:

 

Advancing Scientific Knowledge and Significance of the Study

The Advancing Scientific Knowledge and Significance of the Study section identifies the “gap” or “need” in the literature that was used to define the problem statement and develop the research questions. Further, it describes how the study will address the “gap” or “identified need.” The section describes how the research fits with and will contribute to or advance the current literature or body of research. Although this advancement may be a small step forward in a line of current research, it must add to the current body of knowledge and align to the learner’s program of study. The section also discusses the implications of the potential results based on the research questions and problem statement, hypotheses, or the investigated phenomena. Further, it describes the potential practical applications from the research. The section identifies the theory(ies) or model(s) that provide the theoretical foundations or conceptual frameworks for the study. Finally, it connects the study directly to the theory and describes how the study will add or extend the theory or model.

 

 

Criterion *(Score = 0, 1, 2, or 3)	Learner Score	Chair Score	Methodologist Score	Content Expert Score
ADVANCING SCIENTIFIC KNOWLEDGE and SIGNIFICANCE OF THE STUDY (Minimum one to two pages)
Clearly identifies the “gap” or “need” in the literature that was used to define the problem statement and develop the research questions.
Describes how the study will address the “gap” or “identified need” defined in the literature and contribute to the body of literature.
Describes how the research fits with and will contribute to or advance the current literature or body of research
Describes the potential practical applications from the research.
Identifies the theory(ies) or model(s) that provide the theoretical foundations or conceptual frameworks for the study.
Connects the study directly to the theory and describes how the study will add or extend the theory or model.
Describes how addressing the problem will add value to the population, community, or society.
Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.
*Score each requirement listed in the criteria table using the following scale: 0 = Item Not Present or Unacceptable. Substantial Revisions are Required. 1 = Item is Present. Does Not Meet Expectations. Revisions are Required. 2 = Item is Acceptable. Meets Expectations. Some Revisions May be Suggested or Required. 3 = Item Exceeds Expectations. No Revisions are Required.
Reviewer Comments:

 

Rationale for Methodology

The Rationale for Methodology section of Chapter 1 clearly justifies the methodology the researcher plans to use for conducting the study. It argues how the methodological choice (quantitative, qualitative, or mixed methods) is the best approach to answer the research questions and address the problem statement. Finally, it contains citations from textbooks and articles on research methodology and/or articles on related studies to provide evidence to support the argument for the selected methodology.

For qualitative designs, this section states the research question(s) the study will answer and describes the phenomenon to be studied. For quantitative designs, this section describes the research questions the study will answer, identifies and describes the variables, and states the hypotheses (predictive statements) using the format appropriate for the specific design. Finally, this section includes a discussion of the research questions, relating them to the problem statement. This section should illustrate how the selected methodology is aligned with the problem statement, providing additional context for the study.

Criterion* (Score = 0, 1, 2, or 3)	Learner Score	Chair Score	Methodologist Score	Content Expert Score
Rationale for Methodology (Minimum two to three paragraphs)
Identifies the specific research methodology for the study.
Justifies the methodology to be used for the study by discussing why it is an appropriate approach for answering the research question(s) and addressing the problem statement. Quantitative Studies: Justify in terms of problem statement and the variables for which data will be collected. Qualitative Studies: Justify in terms of problem statement and phenomenon.
Uses citations from seminal (authoritative) sources (textbooks and/or empirical research literature) to justify the selected methodology. Note: Introductory or survey research textbooks (such as Creswell) are not considered seminal sources.
Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.
*Score each requirement listed in the criteria table using the following scale: 0 = Item Not Present or Unacceptable. Substantial Revisions are Required. 1 = Item is Present. Does Not Meet Expectations. Revisions are Required. 2 = Item is Acceptable. Meets Expectations. Some Revisions May be Suggested or Required. 3 = Item Exceeds Expectations. No Revisions are Required.
Reviewer Comments:

 

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. Here, the learner discusses why the selected design is the best design to address the problem statement and research questions as compared to other designs. This section contains a description of the research sample being studied, as well as, the process that will be used to collect the data on the sample. The design section succinctly conveys the research approach to answer the research questions and/or test the hypotheses. This entails the learner describing the unit(s) of observation, which may be individuals, groups, documents, artifacts, databases, based on the data collection plan and instruments/sources. At the conceptual level, the unit of observation is the entity or thing (organization, individual, condition) the researcher will observe, measure and/or collect data on. The unit of observation is that which the researcher will collect data on. At the implementation level, the unit(s) of observation is/are determined and defined by the data collection approach(es).

Criterion *(Score = 0, 1, 2, or 3)	Learner Score	Chair Score	Methodologist Score	Content Expert Score
Nature of the Research Design for the Study Minimum three to four paragraphs or approximately one page)
Identifies and describes the selected design for the study.
Justifies why the selected design addresses the problem statement and research questions. Quantitative Studies: Justifies the selected design based on the appropriateness of the design to address the research questions and data for each variable. Qualitative Studies: Justifies the selected design based on appropriateness of design to address research questions and study the phenomenon.
Briefly describes the target population and sample for the study.
Identifies the sources and instruments that will be used to collect data needed to answer the research questions.
Briefly describes data collection procedures to collect data on the sample.
Describes the unit(s) of observation, which may be individuals, groups, documents, artifacts, databases, based on the data collection plan and instruments/sources. For example, units of observation may be individuals or documents.
Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.
*Score each requirement listed in the criteria table using the following scale: 0 = Item Not Present or Unacceptable. Substantial Revisions are Required. 1 = Item is Present. Does Not Meet Expectations. Revisions are Required. 2 = Item is Acceptable. Meets Expectations. Some Revisions May be Suggested or Required. 3 = Item Exceeds Expectations. No Revisions are Required.
Reviewer Comments:

 

Definition of Terms

The Definition of Terms section of Chapter 1 defines the study constructs and provides a common understanding of the technical terms, exclusive jargon, variables, phenomena, concepts, and technical terminology used within the scope of the study. Terms are defined in lay terms and in the context in which they are used within the study. Each definition may be a few sentences to a paragraph in length. This section includes any words that may be unknown to a lay person (words with unusual or ambiguous meanings or technical terms).

Definitions must be supported with citations from scholarly sources. Do not use Wikipedia to define terms. This popular “open source” online encyclopedia can be helpful and interesting for the layperson, but it is not appropriate for formal academic research and writing. Additionally, do not use dictionaries to define terms. A paragraph introducing this section prior to listing the definition of terms can be inserted. However, a lead-in phrase is needed to introduce the terms such as: “The following terms were used operationally in this study.” This is also a good place to “operationally define” unique phrases specific to this research. See below for the correct format:

Abbreviations. Do not use periods with abbreviated measurements, (e.g., cd, ft, lb, mi, and min). The exception to this rule is to use a period when abbreviated inch (in.) to avoid confusion with the word “in.” Units of measurement and statistical abbreviations should only be abbreviated when accompanied by numerical values, e.g., 7 mg, 12 mi, M = 7.5 measured in milligrams, several miles after the exit, the means were determined [4.27]. Comment by GCU: All terms should be styled as Heading 4 (level 4 headings).

Spaces. Do not use periods or spaces in abbreviations of all capital letters unless the abbreviation is a proper name or refers to participants using identity-concealing labels. The exception to this rule is that a period is used when abbreviating the United States as an adjective. Use a period if the abbreviation is a Latin abbreviation or a reference abbreviation [4.02]. Use standard newspaper practice when presenting AM and PM times, as in 7:30 PM or 6:00 AM.

Term. Write the definition of the word. This is considered a Level 4 heading., Make sure the definition is properly cited (Author, 2010, p.123). Terms often use abbreviations. According to the American Psychological Association [APA] (Publication Manual of the American Psychological Association, 2010), abbreviations are best used only when they allow for clear communication with the audience. Standard abbreviations, such as units of measurement and names of states, do not need to be written out. APA also allows abbreviations that appear as words in Merriam-Webster’s Collegiate Dictionary (2005) to be used without explanation [4.22-4.30]. Comment by GCU: It is vital to include page numbers with in-text citations: “p.” for a single page, “pp.” for more than one page (e.g., p.12, and pp. 123-124). NOTE: Page or paragraph numbers are included with a direct quote.

Time units. Only certain units of time should be abbreviated. Do abbreviate hr, min, ms, ns, s. However, do not abbreviate day, week, month, and year [4.27]. To form the plural of abbreviations, add “s” alone without apostrophe or italicization (e.g., vols, IQs, Eds). The exception to this rule is not to add “s” to pluralize units of measurement (12 m not 12 ms) [4.29].

Criterion* (Score = 0, 1, 2, or 3)	Learner Score	Chair Score	Methodologist Score	Content Expert Score
Definitions of Terms (Each definition may be a few sentences to a paragraph.)
Defines any words that may be unknown to a lay person (words with unusual or ambiguous meanings or technical terms) from the research or literature.
Defines the variables for a quantitative study or the phenomena for a qualitative study from the research or literature.
Definitions are supported with citations from scholarly sources.
Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.
*Score each requirement listed in the criteria table using the following scale: 0 = Item Not Present or Unacceptable. Substantial Revisions are Required. 1 = Item is Present. Does Not Meet Expectations. Revisions are Required. 2 = Item is Acceptable. Meets Expectations. Some Revisions May be Suggested or Required. 3 = Item Exceeds Expectations. No Revisions are Required.
Reviewer Comments:

Assumptions, Limitations, Delimitations

This section identifies the assumptions and specifies the limitations, as well as the delimitations, of the study. Define the terms and then list the limitations, delimitations and assumptions. Provide a rationale for all statements.

Assumptions. An assumption is a self-evident truth. This section lists what is assumed to be true about the information gathered in the study. State the assumptions being accepted for the study which may be methodological, theoretical, or topic-specific. Provide a rationale for each assumption. Additionally, identify any potential negative consequences of the assumptions for the study. For example, the following assumptions were present in this study: Comment by GCU: This heading is formatted according to APA Level 3 heading (style: “Heading 3”) [3.03]. Do not modify or delete as it will impact your automated table of contentsThe preferences have been set for this style; those preferences are: ., 12 pt. Times New Roman, Indented, Boldface, Lowercase Heading. [See 3.03]

1. It is assumed that survey participants in this study were not deceptive with their answers, and that the participants answered questions honestly and to the best of their ability. Provide an explanation to support this assumption. Comment by GCU: Formatting numbered lists: Use the style, set in this template, called “List Number.” It has been set up according to the following specifications:Indent .25 inches from the left margin. Text that wraps around to the next line is indented using the Hanging Indent feature at .5.” Each number or bullet ends with a period. Bullet lists use “List Bullet” Style. Numbered lists use “List Number” Style.

1. It is assumed that this study is an accurate representation of the current situation in rural southern Arizona. Provide an explanation to support this assumption.

Limitations and delimitations. Limitations are things that the researcher has no control over, such as bias. In contrast, delimitations are things over which the researcher has control, such as location of the study. Identify the limitations and delimitations of the research design. Provide a rationale for each limitation and delimitation, discuss associated consequences for the generalizability and applicability of the findings based on the limitations and delimitations. Address study limitations inherent in the method, study design, sampling strategy, data collection approach or instruments, and data analysis. For example: The following limitations/delimitations were present in this study:

1. Lack of funding limited the scope of this study. Provide an explanation to support this limitation. Discuss associated consequences for the generalizability and applicability of the findings.

2. The survey of high school students was delimited to only rural schools in one county within southern Arizona, limiting the demographic sample. Provide an explanation to support this delimitation. Discuss associated consequences for the generalizability and applicability of the findings.

Criterion *(Score = 0, 1, 2, or 3)	Learner Score	Chair Score	Methodologist Score	Content Expert Score
Assumptions, Limitations, and Delimitations (Minimum three to four paragraphs)
Provides a definition of the terms: assumptions, limitations, assumption, limitation and delimitations at the beginning of each section.
States the assumptions being accepted for the study (methodological, theoretical, and topic-specific).   Provides a rationale for each assumption.
Identifies limitations of the research method, design sampling strategy, data collection approach, instruments and data analysis.   Provides a rationale for each limitation.   Discusses associated consequences for the generalizability and applicability of the findings.
Identifies delimitations of the research design and associated consequences for the generalizability and applicability of the findings.   Provides a rationale for each delimitation.
The section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.
*Score each requirement listed in the criteria table using the following scale: 0 = Item Not Present or Unacceptable. Substantial Revisions are Required. 1 = Item is Present. Does Not Meet Expectations. Revisions are Required. 2 = Item is Acceptable. Meets Expectations. Some Revisions May be Suggested or Required. 3 = Item Exceeds Expectations. No Revisions are Required.
Reviewer Comments:

 

Summary and Organization of the Remainder of the Study

This section summarizes the key points of Chapter 1 and provides supporting citations for those key points. It then provides a transition discussion to Chapter 2 followed by a description of the remaining chapters. For example, Chapter 2 will present a review of current research on the centrality of the dissertation literature review in research preparation. Chapter 3 will describe the methodology, research design, and procedures for this investigation. Chapter 4 details how the data was analyzed and provides both a written and graphic summary of the results. Chapter 5 is an interpretation and discussion of the results, as it relates to the existing body of research related to the dissertation topic. For the proposal, this section should also provide a timeline for completing the research and writing up the dissertation. When the dissertation is complete, this section should be revised to eliminate the timeline information. Comment by GCU: When it is necessary to divide a paragraph at the end of the page, two lines must appear at the bottom of the page (widow) and two at the top of the following page (orphan). This is called “widow/orphan” control, and has been set up on the Normal Style in this template.

Criterion* (Score = 0, 1, 2, or 3)	Learner Score	Chair Score	Methodologist Score	Content Expert Score
Chapter 1 Summary and Organization of the remainder of the study (Minimum one to two pages)
Summarizes key points presented in Chapter 1.
Provides citations from scholarly sources to support key points.
Describes the remaining Chapters and provides a transition discussion to Chapter 2. For proposal only, a timeline for completing the research and dissertation is provided.
The chapter is correctly formatted to dissertation template using the Word Style Tool and APA standards. Writing is free of mechanical errors.
All research presented in the chapter is scholarly, topic-related, and obtained from highly respected academic, professional, original sources. In-text citations are accurate, correctly cited, and included in the reference page according to APA standards.
Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format.
*Score each requirement listed in the criteria table using the following scale: 0 = Item Not Present or Unacceptable. Substantial Revisions are Required. 1 = Item is Present. Does Not Meet Expectations. Revisions are Required. 2 = Item is Acceptable. Meets Expectations. Some Revisions May be Suggested or Required. 3 = Item Exceeds Expectations. No Revisions are Required.
Reviewer Comments:

Chapter 2: Literature Review Comment by Dr. Seymour: Hello James, This looks GREAT. I accepted what you wrote and you did a good job following the rubrics. You have a few rubric items you missed, so if you write those you will be done with the chapter. Bravo!Dr. Seymour

Introduction to the Chapter and Background to the Problem

This literature review will address the issue that some populations openly seek out mental health services as they have identified that they are at high risk of mental illness (Naslund et al., 2020). On the other hand, some populations reject mental health services regardless of whether they need it or not citing stigmatization and victimization (Sebastian & Richards, 2017). According to Laugharne et al. (2018), the need to understand the populations either accepting or rejecting mental health services stems out from the need to improve the mental health status of the nation.

The literature review seeks to reveal what is known as concerns the nation’s mental health. This literature review will address the topic of mental health services with special emphasis being placed on the availability of the service, the availability of infrastructure supporting the service and the perception of people towards the service. The review will analyze the populations that have readily accepted and are willing to seek mental health services as well as those that reject and are unwilling to seek mental health services. The review is based on the fact that not all people have embraced mental health services and on the fact that there is a gap in the delivery of mental health care services.

The chapter will be divided into seven sections. The seven sections are mental health infrastructure, populations that accept mental health, populations that reject mental health, populations that have access to mental health, populations that do not have access to mental health, reasons for the rejection of mental health and the reasons for the use of mental health services. All the sections will have three sub-sections. The subsections will include introduction of the section, themes in the section and synthesis of the sections.

The literature review in addition aims to compare the existing literature on mental health. The comparison is supposed to provide light on whether there are similar opinions and views on the subject. The comparison as well helps in the identification of the various divergent views on the subject matter. Seven sections organize this paper. The literature review is divided into seven sections so that to touch on all subjects that touches on mental health. The only subject that relates to mental health that is not touched on in the literature review is the treating of mental health. It is not touched on, as it is not the focus of the study. The first section is mental health infrastructure and it focuses on the availability of mental health infrastructure in the nation. A review of literature in the section is based on the knowledge that mental health services infrastructures are not well distributed to offer assistance to those in need of mental health services.

The second section is a section that focuses on the reasons for lack of access to mental health. The need to review related literature is driven by the knowledge that there are individuals that need mental health; however, they choose not to get it. The third section analyzes the population that has easy access to mental health services. The fourth section deals with the populations that use mental health services. The fifth section focuses on the populations that reject mental health services. The sixth section focuses on the reasons for the use of mental health services. The review is on the need to understand why people seek or do not seek mental health services. The seventh section focuses on the reasons for the rejection of mental health services.

The literature was conducted through a systematic review using the Scopus, Science Direct, PubMed, Cuiden, Cochrane, google scholar, ISI, and PsycINFO databases. The review was conducted using key terms related to the sections of the study. To make the study as relevant as possible, only studies done and published in the last five years were reviewed.

The problem of mental health has evolved historically overtime. According to Higgins (2017), mental health in the United States has declined in the last twenty years. He cites that suicide rates have increased twice fold from 1990. Furthermore, he cites that the substance abuse more so of opiates has become epidemic. Higgins claims that the disability award for mental disorders has also increased dramatically, a possible indication of the nation’s mental health dwindling.

This study will focus on the gap in research regarding the reasons people utilize or reject mental health treatment. The problem is that it is not known how mental health providers describe the factors influencing individual decisions to utilize or reject mental health services. Without an understanding of what the reasons are for use or rejection, it is unlikely that successful interventions can occur that would enable more people to utilize mental health services among the minority population of Hispanic-Americans, African-Americans and the Asian-American families.

Background of the Problem

Theoretical literature

Literature Themes

Mental Health Infrastructure

Synthesis

This stage requires a minimum of 7 articles