PSY 790 Final Project Guidelines and Rubric

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PSY 790 Final Project Guidelines and Rubric Overview As the final step in your journey toward your master of science degree in psychology, you will complete a capstone project that integrates the knowledge and skills you have developed in previous coursework and over the duration of the term by creating a research concept paper and professional presentation that will be developed for an identified target audience. You will also reflect on your journey through the psychology program and how you plan to position yourself professionally. The capstone project is divided into three milestones, which will be submitted at various points throughout the course to scaffold to the final submissions. These milestones will be submitted in Modules Two, Four, and Six. The final capstone project will be submitted in Module Nine. This capstone will be assessed somewhat differently than other courses you have taken online at SNHU. There are three separate components of the project, but they all operate together to make up the whole capstone experience and are not assessed separately. You will be evaluated on all three components as a unit in determining whether you have demonstrated proficiency in each outcome. Your instructor will guide you through this process, keeping a running narrative of your strengths and weaknesses in relation to the course outcomes as you progress through the class. Your work is expected to meet the highest professional standards. In this assignment, you will demonstrate your mastery of the following course outcomes:       Advocate for and extend psychology’s role and responsibility in promoting agency and the psychological well-being of individuals, communities, and organizations Adapt to shifting demands and ill-structured problems by critically evaluating the relevance, priority, and appropriateness of various information and potential courses of action Design, conduct, and evaluate research through the lens of its potential to advance knowledge in psychology as well as the psychological well-being of individuals, communities, and organizations Integrate psychological theories, methods, and research to generate new knowledge and promote agency and the psychological well-being of individuals, communities, and organizations Incorporate empathy, reflectivity, and an appreciation for collaboration and diversity of perspectives into efforts to promote agency and the psychological well-being of individuals, communities, and organizations Protect the integrity and professional responsibility of psychology through the demonstration of ethical comportment in all aspects of the profession Prompt For the capstone project, you will first develop a research concept paper that introduces your topic, research question, literature review, research methodology, and ethical considerations. You will also submit a presentation that should be developed for your identified target audience, as well as a personal and professional reflection. Capstone Component 1: Research Proposal For the first of three capstone components, you will develop a well-organized research concept paper that lays the foundation for a solid plan to implement research. First, you must choose a relevant problem that aligns with your focus within the field of psychology and with how you plan to position yourself professionally. You can choose a problem that has a gap in our understanding and then provide an explanation of psychological phenomena and variables. Or you can choose an applied problem that directly involves the psychological well-being of individuals, communities, or organizations. The following sections should be included: 1. Introduction/Problem. This should describe the problem (which may be a research problem or an applied problem), the purpose of the research, and the significance of the research. If your research topic is related to a gap in knowledge, you should clarify what is known and where the conflict or gap in knowledge exists. If you choose an applied problem, identify the issue to be addressed and include an accurate and detailed overview of the issue. In general, include all information that you think is necessary to establish a comprehensive analysis and foundation for understanding your chosen research topic, including a theoretical framework or the theory that is guiding your proposal. This section should address your research question(s). Consider the following questions: What is the purpose of the proposed research? How does the purpose reasonably fit within the research problem? Further, what are the assumptions and potential limitations associated with the identified problem or gap in knowledge or applied problem? This section should also discuss your target audience, such as academics, mental health professionals, organizations, and so on. (This may be a broad audience for research that is oriented toward contributing to theory or a specific organization or community for research that is focused on addressing applied problems and interventions.) Discuss your target audience in relation to this proposal and why your research would be relevant for this audience. For example, in what way would your research help address how we understand a phenomenon or help an organization address a critical problem? Your target audience will depend on your area of study. For example, for students on a general track in this degree program, your research concept paper might center on researching a general issue in the area of psychology. If you have a concentration in child and developmental psychology, your proposed research must focus on a specific psychological need or issue surrounding children, adolescents, and/or teens. If you have a concentration in industrial and organizational psychology, your proposed research must focus on factors contributing to the advancement of an organization’s performance through application of psychology. 2. Literature Review. This section is an analysis of the scholarly debate on the theory and research related to your research question. The literature review should not be a collection of summaries. Rather, it should be organized according to the message you want to convey and appropriately synthesize the literature into your message. This suggests that you will draw from multiple sources in order to best communicate your points. Organize your review so that it provides a logical argument for the background of your proposed research and how your research fits into the big picture. 3. Research Design. This should include a detailed plan to collect and analyze data, as well as highlight the types of sources you would use. You may choose a qualitative or quantitative approach. However, your choice of method, design, sampling, data collection, analysis, and overall process should be justified and logically fit with your research question(s). Proposals that involve implementation of interventions will have a program evaluation component that must include research design. This section will also require you to discuss the reliability and validity of your measurements. Finally, you should consider how you will operationalize or measure the main concepts/variables you are researching and include a description of your data sources. 4. Ethical Considerations. This should include a thorough explanation of the ethical considerations related to the topic and to your proposed study. Your explanation should address the ethical ramifications of the problem, the population under study, the data-collection instruments and their analysis, and so on. This section should incorporate peer-reviewed literature as well as relevant codes of conduct (i.e., the American Psychological Association). 5. Conclusion. In this final section of the text, you will summarize your study and explain why your proposed research is significant, highlighting the practical implications of your potential findings for your target audience(s). This section should also include an analysis of your research’s potential contribution to the field of psychology. Guidelines for Submission: Your research concept paper should be 15–20 pages long and should follow American Psychological Association (APA) style. It should include a title page, a table of contents, references, and (if applicable) appendices. In the “real world,” there are usually no page-length requirements, so the given page range is a suggestion, and you should use your professional judgment regarding the length of your paper. You may include illustrations, photographs, graphs, charts, and other non-textual materials as needed to support your research concept, but please be sure to format all of these in APA style. Refer to the module resources and the Publication Manual of the American Psychological Association, sixth edition (required in previous courses) for guidance in APA style formatting. Capstone Component 2: Presentation For this component, you will develop a presentation that articulates a convincing need for the proposal you have developed. The presentation should be engaging and appealing to your target audience(s). You should envision yourself giving this presentation before your target audience(s). This could be, for example, a boss, fellow scholars at a conference, or a grant provider. This is your opportunity to demonstrate your understanding of the problem you have identified and the need to conduct research or implement and evaluate an intervention. Remember that you are seeking support of the proposal, so knowing your audience and tailoring your message to them is crucial. Since you will not actually deliver this presentation in person, you must create a self-sustaining presentation. A narrated presentation is strongly suggested. The presentation should adhere to the principles of an effective presentation, and all of your sources should be cited properly. There is no minimum or maximum number of slides required. You should use your judgment to create a presentation of appropriate length that will convey all of the necessary information while keeping the attention of your audience. Capstone Component 3: Professional Reflection For the final component of your capstone, you will write a three- to five-page paper in which you discuss the process and outcomes of this project, the experience of giving and receiving feedback from peers, and how you incorporated feedback from your instructor. You will also touch briefly on how your coursework culminated in the capstone project and what you can take from this project into your workplace. This may include discussions of unforeseen problems or obstacles and any surprises. The paper should also discuss your identified strengths and problems that you encountered while completing the project. Finally, the paper will examine how the capstone project will be useful in the job market or in furthering your education. Some of the issues that you could address in this final component of this capstone may include:      Overall, what was your capstone experience like? Reflect on the significance of the capstone in relation to your own experience at SNHU. What connections do you see between your capstone and your academic program? How will you apply what you have learned to your future academic and/or professional life? What is your take on the value and role of psychology in the incorporation of empathy, reflectivity, and an appreciation for collaboration and diversity of perspectives? Milestones Milestone One: Resource Collection In Module Two, you will collect potential peer-reviewed resources for your proposal. Summarize the literature in a three- to five-page paper. Discuss how each resource relates to your research questions or intervention you have chosen. In this paper, you may summarize each article in preparation for the synthesis you will do as part of Milestone Two. This milestone will be graded with the Milestone One Rubric. If you have any questions after reading the feedback for this submission, reach out to your instructor. Remember that your instructor is a resource you should utilize throughout the course. Milestone Two: Literature Review In Module Four, you will provide a five- to seven-page paper integrating your review of the existing research and theory and tying it to your fully developed topic. You should have incorporated feedback to revise your research questions and support for the basic or applied study. This literature review should focus on relating the existing theory and research to your project. The literature review is not just a summary of research articles. This milestone will be graded with the Milestone Two Rubric. If you have any questions after reading the feedback for this submission, reach out to your instructor. Remember that your instructor is a resource you should utilize throughout the course. Milestone Three: Methodology, Design, and Data In Module Six, you will revise your chosen methodology, design, and data-collection tools as needed. Also, define the process from the selection of participants (and stakeholders as applicable) through data collection to data analysis, including any limitations, delimiters, and assumptions. Include all ethical considerations. Paint a picture of the entire process to show how you will conduct the study. This milestone will be graded with the Milestone Three Rubric. If you have any questions after reading the feedback for this submission, reach out to your instructor. Remember that your instructor is a resource you should utilize throughout the course. Capstone Project Submission: Research Proposal, Presentation, and Professional Reflection In Module Nine, you will submit your full capstone project. It should be a complete, polished artifact containing all of the critical elements of the final product. It should reflect the incorporation of feedback gained throughout the course. This submission will be evaluated with the Final Project Rubric. Final Project Rubric This rubric will be applied to all three components as a whole, and no component will be assessed on its own. The “Possible Indicators of Success” are examples for you and the instructor of the types of concepts to look for to demonstrate proficiency. They are neither exhaustive nor proscriptive and should be used as guides for illustrating how your capstone embodies the outcome. All outcomes are weighted equally. PSY-790-01: Advocate for and extend psychology’s role and responsibility in promoting agency and the psychological wellProficient Not Proficient being of individuals, communities, and organizations 100% 0% Possible Indicators of Success Does the capstone demonstrate the student’s ability to identify relevant issues within his or her area of specialization? Does the capstone demonstrate the student’s ability to effectively communicate a need or gap related to well-being? Does the capstone demonstrate the student’s ability to persuasively connect possible solutions to the well-being of individuals, communities, and organizations? Does the capstone demonstrate the student’s ability to identify the implications of a specific issue in relation to the psychological well-being of individuals, communities, and organizations or of a gap in our understanding of psychological phenomena? Does the capstone demonstrate the student’s ability to identify key stakeholders and/or users from relevant individuals, communities, and organizations? PSY-790-02: Adapt to shifting demands and ill-structured problems by critically evaluating the relevance, priority, and Proficient Not Proficient appropriateness of various information and potential courses of action 100% 0% Possible Indicators of Success Does the capstone demonstrate the student’s ability to persuasively argue for addressing a specific problem or gap in knowledge? Does the capstone demonstrate the student’s ability to select relevant and appropriate resources to guide efforts in addressing a specific problem or gap? Does the capstone demonstrate the student’s ability to critically assess and evaluate the extent to which the potential data are valid and reliable? Does the capstone demonstrate the student’s ability to identify limitations, assumptions, and biases associated with the identified problem or gap in knowledge? Does the capstone demonstrate the student’s ability to persuasively argue for addressing a specific problem or gap in knowledge? PSY-790-03: Design, conduct, and evaluate research through the lens of its potential to advance knowledge in psychology as Proficient Not Proficient well as the psychological well-being of individuals, communities, and organizations 100% 0% Possible Indicators of Success Does the capstone demonstrate the student’s ability to develop informed research questions that have direct applications for promoting the psychological wellbeing of individuals, communities, or organizations? Does the capstone demonstrate the student’s ability to evaluate and synthesize existing research for the purpose of advancing knowledge in psychology? Does the capstone demonstrate the student’s ability to identify limitations, assumptions, and ethical considerations in existing research and the impact of that on the student’s project? PSY-790-04: Integrate psychological theories, methods, and research to generate new knowledge and promote agency and Proficient Not Proficient the psychological well-being of individuals, communities, and organizations 100% 0% Possible Indicators of Success Does the capstone demonstrate the student’s ability to assess an issue or gap in knowledge by critically evaluating the relevance, priority, and appropriateness of various explanations, related information, and possible courses of action? Does the capstone demonstrate the student’s ability to identify and integrate relevant theories to generate new knowledge or promote agency and psychological well-being of individuals, communities, and organizations? Does the capstone demonstrate the student’s ability to select appropriate research methods, designs, data-collection tools, and data-analysis tools? PSY-790-05: Incorporate empathy, reflectivity, and an appreciation for collaboration and diversity of perspectives into efforts Proficient Not Proficient to promote agency and the psychological well-being of individuals, communities, and organizations 100% 0% Possible Indicators of Success Does the capstone demonstrate the student’s ability to offer a perspective to others in a manner that demonstrates empathy and appreciation for others’ views? Does the capstone demonstrate the student’s ability to critically reflect on and integrate the work of others (including instructor and peer feedback and published material)? Does the capstone demonstrate the student’s ability to incorporate diverse perspectives? PSY-790-06: Protect the integrity and professional responsibility of psychology through the demonstration of ethical Proficient Not Proficient comportment in all aspects of the profession 100% 0% Possible Indicators of Success Does the capstone demonstrate the student’s ability to assess research plans for their ethical ramifications and make resulting adjustments that maintain the integrity of the investigation and protect the psychological well-being of others? Does the capstone demonstrate the student’s ability to identify ethical ramifications and needs in others’ work? Does the capstone demonstrate the student’s ability to connect ethical adjustments and mitigation efforts with appropriate ethical guidelines? Does the capstone demonstrate the student’s ability to identify the ethical considerations associated with the individuals, communities, and organizations most likely to be affected by the identified gap or problem? Running head: MILESTONE 3 1 Milestone 3 Regina Doran Southern New Hampshire University MILESTONE 3 2 Milestone 3 Research method Support of Methods The goal of this research is to determine whether CBT as a treatment for depression in adolescents (14-17) improve social development as defined and assessed by the Measure of Adolescent Social Performance (MASP). This research question dictates that I do quantitative research because I need to find the mean score of MASP before and after CBT for the sample population and determine the number of participants whose MASP is high after CBT. The MASP is my primary data collection tool, and my assumption is that its scores will be able to measure the change in social development of the participants. Therefore, my research will take a quantitative design because I am applying CBT- a treatment and measuring its impact. Quantities research involves analyzing numerical data. There are several methods of carrying out a quantitative research but in this study, I will do a survey with the help of MASP. Survey is a quantitative research design which involves a researcher selecting a sample of respondents then administers a standardized questionnaire. In this research I will administer the Adolescent Social Performance test to a sample of population. Further it basically a research design which researchers employ to gain an understanding of a certain phenomenon from a numerical perspective. Also, it is used to conduct research where a researcher aims to uncover the number of people affected by a certain phenomenon. A survey takes a quantitative research design because it involves the examination of the number of participants that are greatly affected by phenomenon under investigation and a group of people or a single person over time. I have chosen quantitative approach because it best suits MILESTONE 3 3 investigating the phenomenon which I am at studying. To find out whether CBT as a treatment for depression in adolescents (14-17) improve social development as defined and assessed by the Measure of Adolescent Social Performance (MASP), I should obtain numerical data because I need to explain the phenomenon in relation to the numbers of those affected (Thomas, 2015). To answer my research question, I should carry out a statistical survey. In this study I have deliberately chosen to focus on adolescents and survey will enable me to focus on a specific targeted population. I will narrow down the study to adolescents so that I can provide a detailed description impact of CBT on MASP mean score. Strengths and weaknesses quantitative survey There are several advantages of quantitative survey especially when it comes to its relevance to this study. It will enable to me to measure effectiveness of the CBT treatment on adolescents with depression. The quantitative survey has enabled me to choose a larger sample, and due to the high numbers of participants which will lead to collection of data which describes the relative characteristics of the general population of study (Nardi, 2018). It will allow me to collect data from a large number of participants besides several questions can be asked about the phenomenon, and this gives great flexibility in data analysis. The quantitative approach also has several disadvantages, especially regarding this study. This makes quantitative approach inflexible because I cannot change data collection tool-MASP and the method of administering it throughout the process of gathering data (Nardi, 2018). MILESTONE 3 4 Data collection-tools One of the most outstanding advantages of the survey is that it allows for the collection of a broad range of data. To find answers to the research question, I need to measure the MASP score of the participants before and after CBT. MASP has fifty items and self-report scale which are administered to a person in the form of a questionnaire to measure their social competence. MASP is valid and reliable since its mean score can accurately reflect social development after a CBT. It is a 50-item; self-report scale and it can measure social performance therefore, I find it valid and reliable to use to answer the research question. Population and sampling procedures In this study I will collect data from 50 adolescents of the age between 14 to 17 years that have been formally diagnosed with depression. I will use a non-probability sampling and more specifically purposive sampling. My target population is adolescents aged age between 14 to 17 years who have been formally diagnosed with depression. Also, I need to collect data from different ethnic groups, so I will seek data from 25 girls and 25 boys. Amongst the 25 girls, eight American, whites 7 and Hispanic 5; while amongst the boys 25; 8 will be African Americans; 7 will be Caucasian and 5 will be Hispanic. I have chosen to collect data from variety of races of adolescents so that I can find out the different impact of depression on social development on adolescents of different races. Since I will be collecting data from depressed adolescents in a mental institution, I have to ask for permission from the authority of the facility to access and collect the data. I will obtain an official letter from the university so that the facility can be informed that the research is done for academic purposes. Besides, the administration of the facility will have to issue me with an official letter that allows me to conduct my research in the facility. I will also need to seek permission from the parents of the adolescents. MILESTONE 3 5 Data Collection The main method that I will use to collect data for the purpose of this study is a pre- and post-CBT data collection utilizing the MASP. I will work together with a psychiatrist that is working at a children’s CBT center and administer MASP to the adolescents who have just begun their treatment. CBT aims at eliminating symptoms as quickly as possible and basically in a few weeks. Most of the clients begin to improve soon after four sessions, and each session takes at least one hour. Therefore, on average CBT becomes effective after three weeks of daily sessions. Consequently, I will carry a post-treatment MASP test after three weeks. To conduct this research, I will do a before and after study of the effects CBT on the MASP score of the adolescents. I will work with the CBT therapists at the facility and administer MASP questionnaire to the 50 depressed adolescents aged 14-17 years who have just started their treatment. Since CBT becomes effective within few sessions and relieves symptoms fast, I will wait for three weeks and visit the facility when participants have come for their sessions and perform MASP gains (Cavell & Kelley, 2018). Doing so will enable me to determine the effects of depression on adolescents by measuring their MASP after CBT shall have reduced the depression level. To measure their social competence, I will use MASP questionnaires to interview them. I will also rely on the therapist report on the performance of the participants after three weeks and compile data for each of the 50 participants. MILESTONE 3 6 Data-analysis process Quantitative Data Analysis: I will use a descriptive statistic to summarize so that I can identify a pattern. I will use excel descriptive statistics to find the mean score of MASP of each of the participants and arrange them in a descending order from the one whose MASP mean score is high to the lowest. I will then determine the magnitude and direction of differences between the adolescents’ MASP score before and after CBT. If I find that most of the adolescents have high mean score after CBT, then I will conclude that depression impacts the social development of adolescents. Justification of Quantitative Analysis To determine whether CBT improves MASP score on adolescents with depression, I need to find out the numbers of adolescents whose MASP score increases after CBT. This, therefore, means I will analyze numeric (Mann, Smith & Kristjansson, 2015). I will calculate the total MASP score before CBT and after three weeks, I will repeat the same process. I will then prepare a table that contains the MASP score for each participant before and after CBT use excel descriptive statistics and identify the magnitude, direction and pattern in the change of MASP score after the CBT of each of the participants. I will ensure the reliability of quantitative analysis by using peer analysis checking. I will invite peers- a panel of experts to go through my analysis and check the acceptability of the qualitative analysis. MILESTONE 3 7 Limitations and assumptions Assumptions ❖ CBT is effective in treating adolescent depression and the MASP score increases after CBT. ❖ The impact of depression can be measured by the MASP regarding social development. ❖ The impairments in social development are the result of depression rather than an ongoing symptom of endogenous depression. Limitation The study sample is only 50 and the findings cannot accurately represent all adolescents with depression. MASP is inflexible therefore cannot be modified to capture certain aspects of social development. How the findings will be disseminated I will hold a launching event, and I will invite the press to cover the launch of my research findings. I will issue the press with copies of my research findings so that it can be published and reach many people. I will also attend conferences where I will present the research findings. I will also submit the finding to be published in the Journal of Clinical Child Psychology and in Journal of child psychology and psychiatry. MILESTONE 3 8 References Mann, M. J., Smith, M. L., & Kristjansson, A. L. (2015). Improving academic self-efficacy, school connectedness, and identity in struggling middle school girls: A preliminary study of the REAL girl's program. Health Education & Behavior, 42(1), 117-126. Cavell, T. A., & Kelley, M. L. (2010). The measure of adolescent social performance: Development and initial validation. Journal of Clinical Child Psychology, 21(2), 107114. Nardi, P. M. (2018). Doing survey research: A guide to quantitative methods. Routledge. Running head: RESEARCH CONCEPT PAPER Research Concept Paper Regina Doran Southern New Hampshire University 1 RESEARCH CONCEPT PAPER 2 The topic of the Proposed Research Project The relationship between depression and social development of adolescents (12-18 years). Research Question Does CBT as a treatment for depression in adolescents (14-17) improve social development as defined and assessed by the Measure of Adolescent Social Performance (MASP). Significance within the Field of Psychology Depression among adolescents has become a contagious issue that has attracted widespread attention from both research and practice (Rose & Rudolph, 2006; Li & Learner, 2011). Depression as a mood disorder that causes constant sadness and loss of interest. Depression affects the mental processes and behaviors of the affected persons, which are the critical components of the field of psychology (Rose & Rudolph, 2006). The core goals of psychology revolve around behavior with a major focus on describing, explaining, predicting and changing behavior. Psychology is defined as the science of the behavior and mind. Depression and social development are aspects of both the mind and behavior. Therefore, identifying the implications of depression on the social development of adolescents and finding out ways of mitigating the implications make this topic significant in the field of psychology. Literature Review Estimates from lifetime experiences have revealed that 8-15% of adolescents suffer from depression (Ruegeret al., 2016). This implies that averagely, about eight to fifteen adolescents in a hundred are suffering from depression. Regardless of its sensitivity, researchers have not given adequate attention to the effect on depression on social development. Existing literature focuses on investigating the importance of social RESEARCH CONCEPT PAPER 3 relationships, how age and age differences affect social relationships, and youth depression prevention and interventions. Thus, more research on the influence of depression on social development on adolescents is necessary. Depressed persons are characterized by angry outbursts, anxiety, and disconnection from social life, which are believed to have severe consequences on their social development. However, it has been argued that the effect of depression on social development is only visible among adults and less in adolescents (Rose and Rudolph, 2006). Given that adolescents are naturally aggressive and restlessness, it may be difficult to determine when depression sets in, hence, it is not possible to ascertain the actual impact of depression on social interactions, which have implications on social development. Therefore, carrying out research about depression with a specific focus on adolescents is critical to demystify the implications and identifying mitigating strategies for depression in adolescents. Assessment of the Sources One of the main sources informing this research project was authored by Ruegeret al. (2016). Although comprehensive credentials of the authors are not provided, it is evident that two of them work in Wheaton College in the Department of Psychology while the other two are psychology experts at Northern Illinois University in the Department of Psychology. Thus, all authors are experienced in the field of psychology. The article is objective considering robustness of the findings founded on an adequate number of sources (341 articles). The findings are highly persuasive because of the affirmed support for the GB (general benefit) model and support for the SB (stress-buffering) model. Using secondary sources also imply that information was extracted from a variety of contexts and times, thus, further enhancing the robustness of the findings. RESEARCH CONCEPT PAPER 4 The second main source was authored by Li and Lerner (2011). In this article, the authors used longitudinal data from 1,977 adolescents of grades 5-8 across four trajectories using a semiparametric mixture model. This sample is enough to collect and analyze data featuring objectivity. The aim of the study was to determine developmental parts for behavioral and emotional engagement in school. The study concluded that different trajectories of social behavior have a direct influence on substance use, depression, and academic performance. Analysis of the Sources Ruegeret al. (2016) used secondary sources of data, which is associated with limitations such as possible transfer of biases from secondary sources and obsoleteness of data. The research paper explored carried out a meta-analytic review of the association between perceived social support and depression in childhood and adolescence. Regardless of this possible limitation, the source provides an exciting link between perceived social support and depression, which informed the background for this research project. Methodologically, Li and Lerner (2011) used primary data collected using the longitudinal research design. Primary data is applauded based on the originality of the data and objectivity of the findings. Findings from longitudinal research designs are also highly reliable and objective because following up a subject of study over time leads to the identification of aspects inherent in the phenomena that might not be evident in cross-sectional research designs. Moreover, the robustness of the findings was influenced by an adequate sample of adolescents, which improved the generalisability of the findings to larger populations. Conclusion RESEARCH CONCEPT PAPER 5 The relationship between depression and social development of adolescents has not been adequately studied. Given the gaps identified in the literature and the contextual problem relating to the effect of depression on the social development of adolescents, a study linking the two phenomena on the foundations of empiricism cannot be overlooked. Ruegeret al. (2016) found out that it is necessary to support adolescents and ensure that their social development is not affected because it may reflect in their behavior during adulthood. On the similar note, Li and Lerner (2011) linked depression to academic performance, delinquency, socialization and substance use. In this research proposal, detailed attention will be given to the effect of depression on the social development of adolescents (12-18 years old) and ways of mitigating the associated implications. RESEARCH CONCEPT PAPER 6 References Li, Y., & Lerner, R. M. (2011). Trajectories of school engagement during adolescence: implications for grades, depression, delinquency, and substance use. Developmental psychology, 47(1), 233-241. Rose, A. J., & Rudolph, K. D. (2006). A review of sex differences in peer relationship processes: potential trade-offs for the emotional and behavioral development of girls and boys. Psychological bulletin, 132(1), 98-113.
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Running head: FINAL PROJECT CAPSTONE

The Relationship between Depression and Social Development of Adolescents (12-18 years)
Name
Institution

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FINAL PROJECT CAPSTONE
Table of Contents
Introduction ................................................................................................................................................... 3
Research Question .................................................................................................................................... 3
Significance of the Problem ...................................................................................................................... 3
Assessment of the Sources ....................................................................................................................... 4
Analysis of the Sources ............................................................................................................................. 5
Conclusion ................................................................................................................................................. 5
Literature Review.......................................................................................................................................... 6
Research Method ........................................................................................................................................ 10
Support of Methods ................................................................................................................................ 10
Strengths and weaknesses of quantitative survey ................................................................................. 12
Data Collection Tools ................................................................................................................................. 12
Population and sampling procedures ..................................................................................................... 12
Data Collection ........................................................................................................................................... 13
Data-analysis process .................................................................................................................................. 14
Justification of Quantitative Analysis ......................................................................................................... 14
Limitations and Assumptions ..................................................................................................................... 15
How the findings will be disseminated ....................................................................................................... 15
Professional Reflection ............................................................................................................................... 16
References ................................................................................................................................................... 21
Appendix ..................................................................................................................................................... 23

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FINAL PROJECT CAPSTONE

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The Relationship between Depression and Social Development of Adolescents (12-18 years)
Introduction
Depression among adolescents has become a contagious issue that has attracted
widespread attention from both research and practice (Rose & Rudolph, 2006; Li & Learner,
2011). Depression is a mood disorder that causes constant sadness and loss of interest. The
illness affects the mental processes and the behavior of the affected persons, which are the
critical components of the field of psychology (Rose & Rudolph, 2006). The core goals of
psychology revolve around behavior with a major focus on describing, explaining, predicting and
changing behavior. Psychology is defined as the science of the behavior and mind. Depression
and social development are aspects of both the mind and behavior. Therefore, identifying the
implications of depression on the social development of adolescents and finding out ways of
mitigating the implications make this topic significant in the field of psychology.

Research Question
Does CBT as a treatment for depression in adolescents (14-17) improve social
development as defined and assessed by the Measure of Adolescent Social Performance
(MASP)?

Significance of the Problem
Estimates from lifetime experiences have revealed that 8-15% of adolescents suffer from
depression (Rueger et al., 2016). This implies that averagely, about eight to fifteen adolescents in
a hundred are suffering from depression. Regardless of its sensitivity, researchers have not given
adequate attention to the effect on depression on social development. Existing literature focuses
on investigating the importance of social relationships, how age and age differences affect social

FINAL PROJECT CAPSTONE
relationships, and youth depression prevention and interventions. Thus, more research on the
influence of depression on social development on adolescents is necessary.
Depressed persons are characterized by angry outbursts, anxiety, and disconnection from
social life, which are believed to have severe consequences on their social development.
However, it has been argued that the effect of depression on social development is only visible
among adults and less in adolescents (Rose and Rudolph, 2006). Given that adolescents are
naturally aggressive and restlessness, it may be difficult to determine when depression sets in,
hence, it is not possible to ascertain the actual impact of depression on social interactions, which
have implications on social development. Therefore, carrying out research about depression with
a specific focus on adolescents is critical to demystify the implications and identifying mitigating
strategies for depression in adolescents.

Assessment of the Sources

One of the main sources informing this research project was authored by Ruegeret al.
(2016). Although comprehensive credentials of the authors are not provided, it is evident that
two of them work in Wheaton College in the Department of Psychology while the other two are
psychology experts at Northern Illinois University in the Department of Psychology. Thus, all
authors are experienced in the field of psychology. The article is objective considering
robustness of the findings founded on an adequate number of sources (341 articles). The findings
are highly persuasive because of the affirmed support for the GB (general benefit) model and
support for the SB (stress-buffering) model. Using secondary sources also imply that information
was extracted from a variety of contexts and times, thus, further enhancing the robustness of the
findings.

4

FINAL PROJECT CAPSTONE

5

The second main source was authored by Li and Lerner (2011). In this article, the authors
used longitudinal data from 1,977 adolescents of grades 5-8 across four trajectories using a
semiparametric mixture model. This sample is enough to collect and analyze data featuring
objectivity. The aim of the study was to determine developmental parts for behavioral and
emotional engagement in school. The study concluded that different trajectories of social
behavior have a direct influence on substance use, depression, and academic performance.

Analysis of the Sources

Ruegeret al. (2016) used secondary sources of data, which is associated with limitations
such as possible transfer of biases from secondary sources and obsoleteness of data. The research
paper explored carried out a meta-analytic review of the association between perceived social
support and depression in childhood and adolescence. Regardless of this possible limitation, the
source provides an exciting link between perceived social support and depression, which
informed the background for this research project.
Methodologically, Li and Lerner (2011) used primary data collected using the
longitudinal research design. Primary data is applauded based on the originality of the data and
objectivity of the findings. Findings from longitudinal research designs are also highly reliable
and objective because following up a subject of study over time leads to the identification of
aspect...


Anonymous
Excellent resource! Really helped me get the gist of things.

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