Dissertation Prospectus Submitted by 2 The Prospectus Overview and Instructions The prospectus is brief document that serves as a road map for the dissertation. It provides the essential framework to guide the development of the dissertation proposal. The prospectus builds on the 10 Strategic Points (shown in Appendix A) and should be no longer than 6-10 pages, excluding the criteria tables and the appendices. The prospectus will be expanded to become the dissertation proposal (Chapters 1, 2 and 3 of the dissertation), which will, in turn, be expanded to become the complete dissertation (Chapters 1-5). In short, the prospectus is a plan for the proposal. Prior to developing the prospectus, the 10 Strategic points should be reviewed with the chair and committee to ensure the points are aligned and form a clear, defined, and doable study. The10 Strategic Points should be included in Appendix A of this prospectus document. It is important to ensure the prospectus is well written from the very first draft. The most important consideration when writing the prospectus is using the required criteria specified in the criterion table below each section and writing specifically to each criterion! Also critical is for learners to follow standard paragraph structure: (1) contains a topic sentence defining the focus of the paragraph, (2) discusses only that single topic, (3) contains three to five sentences, and (4) includes a transition sentence to the next paragraph or section. The sentences should also be structurally correct, short, and focused. Throughout the dissertation process, learners are expected to always produce a well-written document as committee members and peer reviewers will not edit writing. If prospectus it is not well written, reviewers may reject the document and require the learner to address writing issues before they will review it again. Remove this page and the sample criterion table below upon submission for review. Prospectus Template v.8.0 3 Prospectus Instructions: 1. 2. 3. 4. 5. Read the entire Prospectus Template to understand the requirements for writing your prospectus. Each section contains a narrative overview of what should be included in the section and a table with required criteria for each section. WRITE TO THE CRITERIA, as they will be used to assess the prospectus for overall quality and feasibility of your proposed research study. As you draft each section, delete the narrative instructions and insert your work related to that section. Use the criterion table for each section to ensure that you address the requirements for that particular section. Do not delete/remove the criterion table as this is used by you and your committee to evaluate your prospectus. Prior to submitting your prospectus for review by your chair or methodologist, use the criteria table for each section to complete a realistic self-evaluation, inserting what you believe is your score for each listed criterion into the Learner Self-Evaluation column. This is an exercise in self-evaluation and critical reflection, and to ensure that you completed all sections, addressing all required criteria for that section. The scoring for the criteria ranges from a 0-3 as defined below. Complete a realistic and thoughtful evaluation of your work. Your chair and methodologist will also use the criterion tables to evaluate your work. Your Prospectus should be no longer than 6-10 pages when the tables are deleted. Score Assessment 0 Item Not Present 1 Item is Present. Does Not Meet Expectations. Revisions are Required: Not all components are present. Large gaps are present in the components that leave the reader with significant questions. All items scored at 1 must be addressed by learner per reviewer comments. 2 Item is Acceptable. Meets Expectations. Some Revisions May Be Required Now or in the Future. Component is present and adequate. Small gaps are present that leave the reader with questions. Any item scored at 2 must be addressed by the learner per the reviewer comments. 3 Item Exceeds Expectations. No Revisions Required. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions. No changes required. Prospectus Template v.8.0 4 Dissertation Prospectus Introduction The Introduction section broadly describes the research topic that will be addressed by the dissertation and why that focus is worthy of further investigation. 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. Using results, societal needs, recommendations for further study, or needs identified in three to five research studies (primarily from the last 3-5 years), the learner identifies the stated need, or gap, for the study. The reason it makes sense to focus on the last three years at this stage is that those sources will still fall within the five-year time frame when the dissertation has been completed. Additionally, the most recent studies on the topic need to be a focal point to show how the research is currently trending. Criteria Learner SelfEvaluation Score (0-3) Chair Evaluation Score (0-3) Reviewer Score (0-3) Introduction This section briefly overviews the research focus or problem, why this study is worth conducting, and how this study will be completed. The recommended length for this section is two to three paragraphs. 1. Dissertation topic is introduced along with why the study is needed. 2. 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. 3. 4. 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. Prospectus Template v.8.0 5 Criteria Learner SelfEvaluation Score (0-3) Chair Evaluation Score (0-3) Reviewer Score (0-3) NOTE: This Introduction section elaborates on the Topic from the 10 Strategic Points. This Introduction section provides the foundation for the Introduction section in Chapter 1 of the Proposal. Reviewer Comments: Background of the Problem The Background of the Problem section of the prospectus uses the literature to provide the reader with the identification and statement of the research gap and problem the study will address. The first part of the Background to the Problem section includes a brief discussion demonstrating how the gap has been established based on what is known, and not known, in the literature. This should include a clear statement informing the reader of the gap. The second part of this section presents a brief historical perspective of when the problem started and how it has evolved over time. The gap. GCU defines the gap as a need or opportunity based on the existing body of recent empirical literature. “Recent” empirical literature refers to empirical research articles or dissertations within five years from date of defense. In other words, the gap for the dissertation is the difference between what is known in a field of research and what is not yet known, i.e., what researchers suggest ‘needs’ to be known (that is, needs to be studied), but which is not yet known. What is not a gap. A gap is not defined as research on a topic for which there is no related research in the existing body of literature (see Grand Canyon University [GCU], 2017). That is, the absence of literature in and of itself does not constitute a gap. Prospectus Template v.8.0 6 Furthermore, a personal agenda or an interesting idea is not sufficient rationale to establish a gap. How to establish the gap. The gap is created by synthesizing the literature related to a societal need and/or broad topic. The stated need is defined from the literature from recent years, usually within the last 3-5 years. There are a variety of ways to synthesize the literature to define the gap. Below is a set of steps that may be used: 1. First, explore original literature on this “societal” issue or big problem to determine what researchers have discovered and what still needs to be discovered. Then compare and contrast the original literature on this problem and provide an overarching summary of the current state of literature surrounding this problem. 2. Second, while exploring the original literature, identify the broad topics and problems researched. Explore the evolution of the research on the problem. How did the focus change? What findings emerged from these studies? 3. Third, describe the research from the past 2 to 3 years to discover what has been discovered, and elaborate to discuss what still needs to be researched or discovered. Discuss the trends and themes that emerged. What has been discovered? What do researchers say still needs to be researched or discovered? 4. Fourth, define the proposed topic and problem statement, given the syntheses of recent studies, trends, limitations, and defined future research needs. Once the learner has established a gap from recent empirical literature, the gap then determines the research problem, which will be covered in the Problem Statement section of the prospectus. The research problem establishes how studying this gap will benefit society and/or professional needs. That is, the problem statement addresses the gap. The problem should be discussed as applicable beyond the local setting and contributes to societal, disciplinary, and/or professional needs. The studies referenced should help to justify the need for the specific research study. For further information see GCU (2017) and the DC Network for resources on finding the gap. Prospectus Template v.8.0 7 Evolution of problem. The second part of the Background of the Problem section should include a very short historical description of when the problem started and how it has evolved over time. This section will be further elaborated in Chapter 2 of the proposal, the literature review. This section must include citations from the past 3-5 years of the literature that clearly present evidence defining the current problem or opportunity that needs to be further researched. Criteria Learner SelfChair or Score Reviewer Evaluation (0-3) Score Score (0-3) (0-3) Background of the Problem This section uses the literature to provide the reader with a definition and statement of the research gap and problem the study will address. This section further presents a brief historical perspective of when the problem started and how it has evolved over time. The recommended length for this section is two-three paragraphs. 1. Includes a brief discussion demonstrating how literature has established the gap and a clear statement informing the reader of the gap. 2. Discusses how the “need” or “defined gap” has evolved historically into the current problem or opportunity to be addressed by the proposed study (citing seminal and/or current research). 3. ALIGNMENT: The problem statement for the dissertation will be developed from and justified by the “need” or “defined gap” that is described in this section and supported by the empirical research literature published within the past 3-5 years. 4. 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. NOTE: This Background of the Problem section uses information from the Literature Review in the 10 Strategic Points. This Background of the Problem section becomes the Background of the Study in Note, this section develops the foundation for Chapter 1 in the Proposal. It is then expanded to develop the comprehensive Background to the Problem section and Identification of the GAP sections in Chapter 2 (Literature Review) in the Proposal. Reviewer Comments: Prospectus Template v.8.0 8 Theoretical Foundations/Conceptual Framework and Review of the Literature/Themes The Theoretical Foundations section of the prospectus provides a big picture of the theory(ies) or conceptual models that will provide the foundation for the study and addressing the problem statement. The preliminary Review of the Literature/Themes section defines and describes the major topics or themes related to the dissertation topic. The Theoretical Foundations, as well as, the problem statement helps to define the Research Questions. Theoretical foundations/conceptual framework. This section names and describes the theory(s) or model(s) that will provide the Theoretical Foundation/Conceptual Framework for the research study. Additionally, it describes their relevance to the proposed study topic and the stated problem that came out of the Background section. Citations from seminal and/or other sources are provided to justify the selected theory(s) or model(s). Seminal sources are ordinarily significantly older than 5 years (consider, for example, such seminal thinkers as Piaget or Vygotsky). For a quantitative study, it should provide the theory or model for each variable as well the rationale for studying the relationship between the variables. For a qualitative study, it should discuss how the theories or models are relevant to understanding the phenomenon. Review of the literature/themes. This section on the Review of the Literature/Themes provides a bulleted list of the major themes you have synthesized from the literature related to the research topic and problem statement for the dissertation. Each theme should have a one-two sentence summary that describes the theme and its relevance to the dissertation research problem. Include at least two empirical research Prospectus Template v.8.0 9 citations from the past 3-5 years for each theme. The analysis of the literature review is fundamental to identifying the gap (GCU, 2017). For example, list the themes that will be used as organizers for the larger literature review in Chapter 2. See below: • Theme 1. Write a few sentences here to describe the theme and include appropriate citations. • Theme 2. Write a few sentences here to describe the theme and include appropriate citations. Criteria Learner SelfChair or Reviewer Evaluation Score Score Score (0-3) (0-3) (0-3) Theoretical Foundations and/or Conceptual Framework This section identifies the theory(s) or model(s) that provide the foundation for the research. This section should present the theory(s) or models(s) and explain how the problem under investigation relates to the theory or model. The theory(s) or models(s) guide the research questions and justify what is being measured (variables) as well as how those variables are related (quantitative) or the phenomena being investigated (qualitative). Review of the Literature/Themes This section provides a broad, balanced overview of the existing literature related to the proposed research topic. It describes the literature in related topic areas and its relevance to the proposed research topic findings, providing a short 3-4 sentence description of each theme and identifies its relevance to the research problem supporting it with at least two citations from the empirical literature from the past 3-5 years. The recommended length for this section is 1 paragraph for Theoretical Foundations and a bulleted list for Literature Themes section. 1. Theoretical Foundations section identifies the theory(s), model(s) relevant to the variables (quantitative study) or phenomenon (qualitative study). This section should explain how the study topic or problem coming out of the “need” or “defined gap” in the as described in the Background to the Problem section relates to the theory(s) or model(s) presented in this section. (One paragraph) 2. Review of the Literature Themes section: This section is a bulleted list of the major themes or topics related to the research topic. Each theme or topic should have a one-two sentence summary. 3. ALIGNMENT: The Theoretical Foundations models and theories need to be related to and support the problem statement or study topic. The sections in the Review of the Literature are topical areas needed to understand the Prospectus Template v.8.0 10 Criteria Learner SelfEvaluation Score (0-3) Chair or Score (0-3) Reviewer Score (0-3) various aspects of the phenomenon (qualitative) or variables/groups (quantitative) being studied; to select the design needed to address the Problem Statement; to select surveys or instruments to collect information on variables/groups; to define the population and sample for the study; to describe components or factors that comprise the phenomenon; to describe key topics related to the study topic, etc. 4. 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. NOTE: The two parts of this section use information about the Literature Review and Theoretical Foundations/Conceptual Framework from the 10 Strategic Points. This Theoretical Foundations section is expanded upon to become the Theoretical Foundations section in Chapter 2 (Literature Review). The Theoretical Foundations and the Literature Review sections are also used to help create the Advancing Scientific Knowledge/Review of the Literature section in Chapter 2 (Literature Review). Reviewer Comments: Problem Statement This section of the Prospectus evolves from the Background to the Problem section above. 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/if there is a difference...” (quantitative) or “It is not known how or why …” (qualitative). Questions to consider when writing the problem include: 1. What is the need in the world or gap in the literature that this problem statement addresses? 2. What is the real issue that is affecting society, students, or organizations? 3. At what frequency is the problem occurring? 4. What is the extent of human suffering that the problem produces? 5. Why has the problem received lack of attention in the past? Prospectus Template v.8.0 11 6. What does the literature and research say about the problem that can and should be addressed at this time? 7. What are the negative outcomes that this issue is addressing? After the short declarative problem statement, this section then describes the general population affected by the problem. Then, the learner needs to address the importance, scope, or opportunity for solving the problem and/or the importance of addressing the problem. This section ends with a description of the unit of analysis. • For qualitative studies, this describes how the phenomena will be studied. The unit of analysis can be, for example, individuals, group(s), case unit(s), community, organization(s), processes, or institution(s). The unit of analysis bounds how the researcher will study the phenomena. • For quantitative studies, the unit of analysis needs to be defined in terms of the variable structure (conceptual, operational, and measurement). At the operational level, the unit of analysis gets determined and defined by (and must align with) the research question/problem statement. o The conceptual level of a variable in a school setting may be, for example, student achievement. The operational level of the variable may be student performance in social studies. The measurement level for the variable may be individual student scores on the high stakes test, or percentage of overall students passing the test (at the school level). Criteria Learner SelfChair or Reviewer Evaluation Score Score Score (0-3) (0-3) (0-3) Problem Statement This section includes the problem statement, the population affected, and how the study will contribute to solving the problem. The recommended length for this section is one paragraph. 1. States the specific problem proposed for research with a clear declarative statement. 2. Describes the population of interest affected by the problem. The general population refers to all individuals that could be affected by the study problem. 3. Describes the unit of analysis. For qualitative studies this describes how the phenomenon will be studied. This can be Prospectus Template v.8.0 12 Criteria Learner SelfEvaluation Score (0-3) Chair or Score (0-3) Reviewer Score (0-3) individuals, group, or organization under study. For quantitative studies, the unit of analysis needs to be defined in terms of the variable structure (conceptual, operational, and measurement). 4. Discusses the importance, scope, or opportunity for the problem and the importance of addressing the problem. 5. The problem statement is developed based on the need or gap defined in the Background to the Study section. 6. 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. NOTE: This section elaborates on the Problem Statement from the 10 Strategic Points. This section becomes the foundation for the Problem Statement section in Chapter 1 and other Chapters where appropriate in the Proposal. Reviewer Comments: Purpose of the Study The Purpose of the Study provides a reflection of the problem statement and identifies how the study will be accomplished. 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 phenomena to be explored. Prospectus Template v.8.0 13 Criteria Learner SelfChair or Score Reviewer Score Evaluation Score (0-3) (0-3) (0-3) PURPOSE OF THE STUDY This section reflects what the study is about, connecting the problem statement, methodology & research design, target population, variables/phenomena, and geographic location. The recommended length for this section is one paragraph. 1. Begins with one sentence that identifies the research methodology and design, target population, variables (quantitative) or phenomena (qualitative) to be studied and geographic location. 2. Quantitative Studies: Defines the variables and relationship of variables. 3. Qualitative Studies: Describes the nature of the phenomena to be explored. 4. 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. NOTE: This section elaborates on information in the Purpose Statement from the 10 Strategic Points. This section becomes the foundation for the Purpose of the Study section in Chapter 1 and other Chapters where appropriate in the Proposal. Reviewer Comments: Research Questions and/or Hypotheses This section narrows the focus of the study and specifies the research questions to address the problem statement. Based on the research questions, it describes the variables or groups and their hypothesized relationship for a quantitative study or the phenomena under investigation for a qualitative study. The research questions and hypotheses should Prospectus Template v.8.0 14 be derived from, and are directly aligned with, the problem statement and theoretical foundation (theory(s) or model(s). 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, 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. Note: GCU requires a minimum of two research questions for a quantitative study. 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 to format 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 0.5”. This style has been set up in this template and is called “List RQ.” (It is the same as that in the proposal and dissertation template v8.x). 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: Prospectus Template v.8.0 15 RQ1: This is an example of how a quantitative research questions and hypotheses should align within the text of the manuscript. The style has already been set up and is called “List RQ.” The preferences for that style are: Indent .25 inches from the left margin. Text that wraps around to the next line is indented using the Hanging Indent feature at .5”. H10: The null hypothesis that aligns to the research question is listed here. The null hypotheses always precede 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. Criteria • • • Learner SelfChair Score Reviewer Score Evaluation Score (0-3) (0-3) (0-3) RESEARCH QUESTION(S) AND/OR HYPOTHESES The recommendation is a minimum of two research questions along with related hypotheses and variables is required for a quantitative study. Also recommended is a minimum of two research questions along with the phenomenon description is required for a qualitative study. Put the Research Questions in the appropriate Table in Appendix B based on whether the study is qualitative or quantitative. The recommended length for this section is a list of research questions and associated hypotheses (quantitative) 1. Qualitative Studies: States the research question(s) the study will answer and describes the phenomenon to be studied. 2. 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 Prospectus Template v.8.0 16 Criteria Learner SelfEvaluation Score (0-3) Chair Score (0-3) Reviewer Score (0-3) statistical analysis. 3. Alignment: The research questions are based on both the Problem Statement and Theoretical Foundation model(s) or theory(s). There should be no research questions that are not clearly aligned to the Problem Statement. 4. 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. NOTE: This section elaborates on the information about Research Questions) & Hypothesis/variables or Phenomena from the 10 Strategic Points. This section becomes the foundation for the Research Question(s) and/or Hypotheses section in Chapter 1 in the Proposal. Reviewer Comments: Advancing Scientific Knowledge and Significance of the Study The Advancing Scientific Knowledge and Significance of the Study section reiterates 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, or will build on/add to the results of other studies on the topic and how those results 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 Prospectus Template v.8.0 17 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 for the community of interest. 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. Criteria Learner SelfChair Score Reviewer Score Evaluation Score (0-3) (0-3) (0-3) ADVANCING SCIENTIFIC KNOWLEDGE AND SIGNIFICANCE OF THE STUDY This section reiterates the gap or need in the literature and states how the study will address the gap or need and how the research will contribute to the literature, practical implications to the community of interest, and alignment with the program of study. The recommended length for this section is one to two paragraphs, providing a brief synopsis of each criteria listed below which will be expanded in the proposal. 1. Clearly identifies the “gap” or “need” in the literature that was used to define the problem statement and develop the research questions. (citations required) 2. Describes how the study will address the “gap” or “identified need” defined in the literature and contribute to /advance the body of literature. (citations required) 3. Describes the potential practical applications from the research. (citations required) 4. Identifies and connects the theory(ies) or model(s) that provide the theoretical Prospectus Template v.8.0 18 Criteria Learner SelfEvaluation Score (0-3) Chair Score (0-3) Reviewer Score (0-3) foundations or conceptual frameworks for the study. (citations required) 5. 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. NOTE: This section builds on information about the Literature review and Theoretical Foundations sections in the 10 Strategic Points. This section becomes the foundation for the Theoretical Foundations section in Chapter 2 Reviewer Comments: Rationale for Methodology The Rationale for Methodology section clearly justifies the methodology the researcher plans to use for conducting the study. It argues how the methodological choice (quantitative or qualitative) 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 describes the phenomenon to be studied. For quantitative designs, this section 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 Prospectus Template v.8.0 19 problem statement. This section should illustrate how the selected methodology is aligned with the problem statement, providing additional context for the study. Note, learners often confuse this section with the research design for their study. The methodology section focuses on the key attributes of the methodology (qualitative and quantitative) cited from research sources, and the reason it is best suited to answer the research questions. After describing the critical attributes of the methodology, the learner should then discuss how those attributes align with the proposed study. Justification of the methodology requires the learner to go beyond listing the attributes of the methodology, but to also tell why those attributes are a best or appropriate fit for their stated problem and research questions in the study. The discussion must include why one methodology is well suited to the study and the other is not. Learner SelfChair or Score Reviewer Score Evaluation Score (0-3) (0-3) (0-3) RATIONALE FOR METHODOLOGY The Rationale for Methodology section clearly justifies the methodology the researcher plans to use for conducting the study. It argues how the methodological choice (quantitative or qualitative) 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. Criteria The recommended length for this section is one paragraph. 1. Identifies the specific research methodology for the study. 2. 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. 3. Quantitative Studies: Justify in Prospectus Template v.8.0 20 Criteria Learner SelfEvaluation Score (0-3) Chair or Score (0-3) Reviewer Score (0-3) terms of problem statement and the variables for which data will be collected. 4. Qualitative Studies: Justify in terms of problem statement and phenomenon. 5. 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. 6. 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. NOTE: This section elaborates on the Methodology and Design in the 10 Strategic Points. This section becomes the foundation for the Research Methodology in Chapter 1 of the Proposal and the basis for developing Chapter 3, Research Methodology. Reviewer Comments: Nature of the Research Design for the Study This section describes the specific research design to answer the research questions and why that approach to the design of the study was selected. Here, the learner discusses why the selected design is the best design to address the problem statement and Prospectus Template v.8.0 21 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. This means that the learner briefly describes the data collection instruments/sources or materials and how they will be administered. The design section succinctly conveys the particular design research approach to answer the research questions and/or test the hypotheses. Note, learners often confuse this section with the research methodology for their study. This section focuses on the key attributes of the design, which is a subset of the methodology. Here the learner needs to discuss 3 to 5 key attributes of the design, cited from research sources. After describing the critical attributes of the design, the learner should then discuss how these attributes align with the proposed study. Justification of the design requires the learner to go beyond listing the attributes of the design, but to also tell why those attributes are a best or appropriate fit for their stated problem and study. In addition, the learner needs to discuss why other designs (also subsets of the methodology) were not selected, and why those were not best suited to answering the research questions and the problem statement. Criterion Score Learner SelfChair or Score Reviewer Score Evaluation Score (0-3) (0-3) (0-3) 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 recommended length for this section is two to three paragraphs and must address each criterion. 1. Identifies and describes the selected design for the study. 2. Justifies why the selected design addresses the problem statement and research questions. Prospectus Template v.8.0 22 Criterion Score 3. Quantitative Studies: Justifies the selected design based on the appropriateness of the design to address the research questions and data for each variable. 4. Qualitative Studies: Justifies the selected design based on appropriateness of design to address research questions and study the phenomenon. 5. Briefly describes the target population and sample for the study. 6. Identifies the sources and instruments that will be used to collect data needed to answer the research questions. 7. Briefly describes data collection procedures to collect data on the sample. 8. 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. Learner SelfEvaluation Score (0-3) Chair or Score (0-3) Reviewer Score (0-3) NOTE: This section also elaborates on the Design portion of the Methodology and Design section in the 10 Strategic Points. This section provides the foundation for Nature of the Research Design for the Study in Chapter 1. Reviewer Comments: Prospectus Template v.8.0 23 Research Materials, Instrumentation, OR Sources of Data This section identifies and describes the types of data that will be collected, as well as the specific research materials, instruments, and sources used to collect those data (tests, questionnaires, interviews, data bases, media, etc.). Use the “Instrumentation” heading for a quantitative study. Use the “Sources of Data” heading for qualitative research. Use the “Research Materials” heading is using materials for experiments that use materials other than instruments. Quantitative instruments or research materials. For quantitative studies, make sure to discuss, in detail, the specific research materials, instrument(s), or source (such as databases) to collect data for each variable or group. Discuss how the instrument was developed and constructed, the validity and reliability of the instrument, the number of items or questions included in the survey, the calculation of the scores, and the scale of measurement of data obtained from the instrument. Learners must also obtain all appropriate use permissions from instrument authors. Please note that GCU strongly recommends against developing or modifying instruments for quantitative studies, because modifications can change the validation of the instrument. Permission to make modifications must be obtained from the assistant dean. For quantitative studies, distinguish between the validated instruments and the questions added by the researcher. The latter have to be justified as (1) data for one or more variables of interest in the study (included in the analysis), or (2) data needed for the sample profile (must be relevant to the topic), or (3) combination of both. Separate appendices required for each instrument; the validated instruments (or watermarked samples thereof) have to be accompanied by authors' or vendors' permission to use. Prospectus Template v.8.0 24 Information required for quantitative validated instruments: 1. Number and labels of scales (and subscales); 2. Number or items per scale (and subscale); 3. Type of scale / data (e.g., Likert scales produce technically ordinal data--ONLY SOME have a format that allows for APPROXIMATION to continuous data-required justification of approximation, with references); 4. Method of data aggregation (e.g., for continuous scales: sum vs. mean vs. other mathematical formula). Learners doing a quantitative study should refer to the dissertation template for further details. Qualitative sources of data. For qualitative studies, the learner often uses data sources other than instruments. Learners will most likely develop their own interview or focus group guide, observation checklist, or other protocol when conducting a qualitative study. Sources of data may also include databases, journals, participant drawings, questionnaires, surveys, photographs, documents, artifacts, and media. Learners must describe in detail the process and information used to develop the qualitative protocols or instrument, including the research literature, theory(ies), or expert in the field used to develop and justify the questions. Additionally, learners must describe how the validity and reliability of the instrument were established if using a validated instrument as a source of data for a qualitative study, and demonstrate trustworthiness for researcherdeveloped interview protocols, questionnaires, and observations forms, which should include an expert panel review (the expert panel to be identified by the learner to include people knowledgeable in qualitative methodology and the domain of study). Finally, learners should field test the interview protocol(s). Field testing means that the learner should select 2-3 individuals who match the selection criteria of the target population, but Prospectus Template v.8.0 25 who will not be in the sample; the information collected during the field test may not be included in the results of the study. The outcome of the field test is to edit or tweak the questions in the protocol. Field tests differ from pilot tests, the latter requires full IRB approval. Criterion Score Learner SelfChair or Score Reviewer Score Evaluation Score (0-3) (0-3) (0-3) RESEARCH MATERIALS, INSTRUMENTATION, OR SOURCES OF DATA This section identifies and describes the types of data that will be collected, as well as the specific research materials, instruments, and sources used to collect those data (tests, surveys, validated instruments, questionnaires, interview protocols, databases, media, etc.). The recommended length for this section is one to two paragraphs. Note: this section can be set up as a bulleted list. QuantitativeInstruments/Research Materials: Provides a bulleted list of the instrumentation and/or materials for data collection. Describes the survey instruments or equipment/materials used (experimental research), and specifies the type and level of data collected with each instrument. Includes citations from original publications by instrument developers (and subsequent users as appropriate) or related studies. Qualitative - Sources of Data: Describes the structure of each data collection instrument and data sources (tests, questionnaires, interview protocols, observations databases, media, etc.). 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. Prospectus Template v.8.0 26 Criterion Score Learner SelfChair or Score Reviewer Score Evaluation Score (0-3) (0-3) (0-3) NOTE: This section elaborates on the Data Collection from the 10 Strategic Points. This information is summarized high level in Chapter 1 in the Proposal in the Nature of the Research Design for the Study section. This section provides the foundation for Research Materials, Instrumentation (quantitative) or Sources of Data (qualitative) section in Chapter 3. Reviewer Comments: Data Collection This section details the process and procedures used to collect the data. In this section, learners should describe the step-by-step procedures used to carry out all the major steps for data collection for the study in a way that would allow another researcher to conduct or replicate the study. Note: Learners often do not develop this section adequately. Start with site authorization from the organization where data will be collected, then move to IRB approval. Consider how you will gain initial contact with the site and participants, how you will explain the purpose and participation requirements for the study, how you will get informed consent all the way to actual data collection. Include specific steps and the sequence for collecting data for each variable, source of data, or research material. Criteria Learner SelfEvaluation Score (0-3) Chair or Score (0-3) Reviewer Score (0-3) DATA COLLECTION AND MANAGEMENT This section details the data collection process and procedures so that another researcher could conduct or replicate the study. It includes authorizations and detailed steps. The recommended length for this section is a bullet or numbered list of data collection steps that should not exceed one page. Quantitative Studies: Lists steps for the actual data collection that would allow replication of the study by another researcher, including how each instrument or data source was used, how and where data were collected, and recorded. Includes a linear Prospectus Template v.8.0 27 Criteria sequence of actions or stepby-step of procedures used to carry out all the major steps for data collection. Includes a workflow and corresponding timeline, presenting a logical, sequential, and transparent protocol for data collection that would allow another researcher to replicate the study. Data from different sources may have to be collected in parallel (e.g., paper-and-pen surveys for teachers, corresponding students, and their parents AND retrieval of archival data from the school district). A flow chart is ok— "linear" may not apply to all situations Qualitative Studies: Provides detailed description of data collection process, including all sources of data and methods used, such as interviews, member checking, observations, surveys, field tests, and expert panel review. Note: The collected data must be sufficient in breadth and depth to answer the research question(s) and interpreted and presented correctly, by theme, research question, and/or source of data. Describes the procedures for obtaining participant informed consent and for protecting the rights and well-being of the study sample participants. 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. Prospectus Template v.8.0 Learner SelfEvaluation Score (0-3) Chair or Score (0-3) Reviewer Score (0-3) 28 Learner SelfChair or Score Reviewer Score Evaluation Score Criteria (0-3) (0-3) (0-3) NOTE: This section elaborates on the Sample and Location and Data Collection in the 10 Strategic Points. This section provides the foundation for the Data Collection Procedures section in Chapter 3 in the Proposal. And it is summarized high level in Chapter 1 in Nature of the Research Design for the Study in the Proposal. Reviewer Comments: Data Analysis Procedures This section provides a step-by-step description of the procedures to be used to conduct the data analysis. The key elements of this section include the process by which raw data will be prepared for analysis and then subsequently analyzed. Criteria Learner SelfEvaluation Score (0-3) Chair or Score (0-3) Reviewer Score (0-3) DATA ANALYSIS PROCEDURES This section provides detailed steps for the analytic procedures to be used to conduct data analysis. The recommended length for this section is one to two paragraphs, can also be presented in bulleted format. Describes in detail the relevant data collected for each stated research question and/or each variable within each hypothesis (if applicable). Quantitative Studies: "In detail" means scales (and subscales) of specified instruments AND type of data for each variable of interest. IMPORTANT: For (quasi) experimental studies, provide detailed description of all treatment materials per treatment condition, as part of the description of the independent variable corresponding to the experimental manipulation. Prospectus Template v.8.0 29 Criteria What: Describes, in detail, statistical and non-statistical analysis to be used and procedures used to conduct the data analysis. Quantitative Studies: (1) describe data file preparation (descriptive statistics used to check completeness and accuracy; for files from different sources, possibly aggregating data to obtain a common unit of analysis in all files, necessarily merging files (using the key variable defining the unit of analysis); (2) computation of statistics for the sample profile; (3) computation of (subscales and) scales; (4) reliability analysis for all scales and subscales; (5) computation of descriptive statistics for all variables of interest in the study (except those already presented in the sample profile); (6) state and justify all statistical procedures ("tests") needed to generate the information to answer all research questions; and (7) state assumptions checks for all those statistical procedures (including the tests and / or charts to be computed). Qualitative Studies: This section begins by identifying and discussing the specific analysis approach or strategy, followed by a discussion of coding procedures to be used. Note: coding procedures may be different for Thematic Analysis, Narrative Analysis, Phenomenological Analysis, or Grounded Theory Analysis. Why: Provides the justification for each of the (statistical and non-statistical) Prospectus Template v.8.0 Learner SelfEvaluation Score (0-3) Chair or Score (0-3) Reviewer Score (0-3) 30 Criteria Learner SelfEvaluation Score (0-3) Chair or Score (0-3) Reviewer Score (0-3) data analysis procedures used in the study. Show Steps that Support Evidence Quantitative Analysis states the level of statistical significance for each test as appropriate, and describes tests of assumptions for each statistical test. Qualitative Analysis evidence of qualitative analysis approach, such as coding and theming process, must be completely described and included the analysis /interpretation process. Clear evidence from how codes moved to themes must be presented. 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. NOTE: This section elaborates on the Data Analysis from the 10 Strategic Points. This section provides the foundation for Data Analysis Procedures section in Chapter 3 in the Proposal. Reviewer Comments: Ethical Considerations This section of the prospectus discusses the anticipated ethical issues surrounding the research including how human subjects and data will be protected. This section should also reference how site authorization will be obtained and the necessary IRB approval(s) required to conduct the research, the subject recruiting and Prospectus Template v.8.0 31 informed consent processes. Read the criterion table carefully for required components to be included in this section. Criteria Learner SelfChair or Reviewer Evaluation Score Score Score (0-3) (0-3) (0-3) Ethical Considerations This section discusses the potential ethical issues surrounding the research, as well as how human subjects and data will be protected. It identifies how any potential ethical issues will be addressed. The recommended length for this section is one paragraph. 1. 2. 3. 4. Describes site authorization process, subject recruiting, and informed consent processes. Describes how the identities of the participants in the study and data will be protected. Discusses potential ethical concerns that might occur during the data collection process. ALIGNMENT: Ethical considerations are clearly aligned with, and relate directly to the specific Data Collection Procedures. This section also identifies ethical considerations related to the target population being researched and organization or location as described in the Purpose Statement 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. NOTE: This section does not include information from any of the 10 Strategic Points. This section provides the foundation for Ethical Considerations section in Chapter 3 in the Proposal. Reviewer Comments: Prospectus Template v.8.0 32 References Russell, B.H., Wutich, A.Y., & Ryan, G.W. (2017). Analyzing qualitative data: Systematic approaches (second edition). Thousand Oaks, CA: Sage Publications. Grand Canyon University (Ed.). (2017). GCU doctoral research: Writing the research prospectus. Retrieved from: http://lc.gcumedia.com/res880/gcu-doctoral-researchwriting-the-research-prospectus/v1.1/ Prospectus Template v.8.0 33 Appendix A The 10 Strategic Points for the Prospectus, Proposal, and Dissertation Introduction In the Prospectus, Proposal and Dissertation there are 10 key or strategic points that need to be clear, simple, correct, and aligned to ensure the research is doable, valuable, and credible. These points, which provide a guide or vision for the research, are present in almost any research. They are defined within this 10 Strategic Points document. You should include an updated, aligned 10 Strategic Points in this appendix for your chair and methodologist to reference. Below are the instructions for constructing a 10 Strategic Points for your reference. The 10 Strategic Points The 10 strategy points emerge from researching literature on a topic that is based on, or aligned with, the defined need in the literature as well as the learner’s personal passion, future career purpose, and degree area. The 10 Strategic Points document includes the following 10 key or strategic points that define the research focus and approach: 1. Topic—Provides a board research topic area/title. 2. Literature review—Lists primary points for four sections in the Literature Review: (a) Background of the problem/gap and the need for the study based on citations from the literature; (b) Theoretical foundations (models and theories to be foundation for study); (c) Review of literature topics with key theme for each one; (d) Summary. 3. Problem statement—Describes the problem to address through the study based on defined needs or gaps from the literature. 4. Sample and location—Identifies sample, needed sample size, and location (study phenomena with small numbers and variables/groups with large numbers). Prospectus Template v.8.0 34 5. Research questions—Provides research questions to collect data to address the problem statement. 6. Hypothesis/variables or Phenomena—Provides hypotheses with variables for each research question (quantitative) or describes the phenomena to be better understood (qualitative). 7. Methodology and design—Describes the selected methodology and specific research design to address problem statement and research questions. 8. Purpose statement—Provides a one-sentence statement of purpose including the problem statement, methodology, design, population sample, and location. 9. Data collection—Describes primary instruments and sources of data to answer research questions. 10. Data analysis—Describes the specific data analysis approaches to be used to address research questions. The Process for Defining the Ten Strategic Points The order of the 10 strategic points listed above reflects the order in which the work is done by the learner. The first five strategic points focus primarily on defining the focus for the research based on a clearly defined need or gap from the literature as well as the learner’s passion, purpose and specialty area focus. First, a learner identifies a broad topic area to research for their dissertation based on a clearly defined need or gap from the literature—that they are interested in because it is based on their personal passion, future career purpose, and degree being pursued. Second, the learner completes a review of the literature to define the need or gap they will address, the theories and models that will provide a foundation for their research, related topics that are needed to demonstrate their expertise in their field, and define the key strategic points behind their proposed research. Third, the learner develops a clear, simple, one- sentence problem statement that defines the problem, or gap, that will be addressed by the research. Fourth, the learner identifies some potential population samples they would have access to in order to collect the data for the study, considering the fact the quantitative study sample sizes need to be much larger than those for qualitative studies. Fifth, the learner develops a set of research questions that will define the data needed to address the problem statement. Based on the above five strategic points the learner now defines the key aspects of the research methodology through the last five strategic points. Sixth, the learner either describes the phenomena to be studied (if it is a qualitative study), or develops a set of hypotheses (matching the research questions) that defines the variables that will be the focus for the research (if it is a quantitative study). Seventh, the learner determines if the study will be qualitative, quantitative based on (a) the best approach for the research, (b) Prospectus Template v.8.0 35 the size of the sample they can get permission to access, (c) availability of data collection tools and sources, and (d) time and resources to conduct the study. Additionally, they select the best design approach considering these same factors. Eighth, the learner develops a purpose statement by integrating the problem statement, methodology, design, sample, and location. Ninth, the learner identifies the data they will need to collect to address the research questions or hypotheses and how they will collect the data (e.g., interviews, focus groups, observations, tested and validated instruments or surveys, data bases, public media, etc.) Tenth, they identify the appropriate data analysis, based on their design, to be used to answer their research questions and address their problem statement. Criteria for Evaluating the Ten Strategic Points: Clear, Simple, Correct and Aligned When developing research, it is important to define the 10 strategic points so they are simple, clear, and correct in order to ensure anyone who reviews them will easily understand them. It is important to align all of the 10 strategic points to ensure it will be possible to conduct and complete the research. The problem statement must come out of the literature. The research questions must collect the data needed to answer the problem statement. The methodology and design must be appropriate for the problem statement and research questions. The data collection and data analysis must provide the information to answer the research questions (qualitative) or test the hypotheses (quantitative). Developing the 10 Strategic Points as a two to three-page document can help ensure clarity, simplicity, correctness, and alignment of each of these ten key or strategic points in the prospectus, proposal, and dissertation. Developing these 10 strategic points on a two to three-page document also provides an easy-to-use use template to ensure the 10 strategic points are always worded the same throughout the prospectus, proposal, and dissertation. Prospectus Template v.8.0 36 Appendix B Variables/Groups, Phenomena, and Data Analysis Instructions: Complete the applicable table to assist with your research design. Use Table 1 for quantitative studies. Use Table 2 for qualitative studies. This table is intended to define how you will collect and analyze the specific data for each research question (qualitative) and each variable (quantitative). Add additional rows to your table if needed. Table 1 Quantitative Studies Research Questions: State the research Questions Hypotheses: State the hypotheses to match each Research question 1. 2. 3. Prospectus Template v.8.0 List of Variables/Groups to Collect Data For: Independent and Dependent Variable(s) Instrument(s) To collect data for each variable Analysis Plan Data analysis approach to (1) describe data and (2) test the hypothesis 37 Table 2 Qualitative Studies Research Questions: State the Research Questions that will be used to collect data to understand the Phenomenon being studied 1. 2. 3. Prospectus Template v.8.0 Phenomenon: Describe the overall phenomenon being studied by the research questions Sources of Data: Identify the specific approach (e.g., interview, observation, artifacts, documents, database, etc.) to be used to collect the data to answer each Research Question Analysis Plan: Describe the specific approach that will be used to (1) summarize the data and (2) analyze the data. Dissertation Prospectus The Influence of Mental Illness on Healthy Siblings’ Cognitive Development Submitted by Jay Salda 11/22/2018 Dr. Allen Smith Joe, (Corrections have been made by student) (11-22-2018) I can see a gap emerging, based on the ideas you have presented. This gap is a lot stronger than the argument in the introduction that the study should be done because someone said so (though I realize this has been an emphasis in previous coursework). Based on the gap, I have significant questions about the methodology and there are confusing and inconsistent statements in the document as to the data you will collect/use. I think this will be a great topic to discuss in our call if we can get one scheduled. Please do not hesitate to ask questions. Look at the comments throughout. Used tracked changes for the next time you submit. Note too some comments on writing. Try to move away from focusing on who said or studied what and focus instead on the key ideas you gleaned from those sources. Eliminating extraneous wording will help a great deal. Alycia 10/20/2018 2 Dissertation Prospectus Introduction A notable number of psychologists, psychiatrists, psychotherapists, social workers and other professionals in the field of behavior analysis, for over a few decades, have recorded reports showing healthy siblings involvement in care, support and treatment aspects of their mentally ill siblings. There is evidence that parents and healthy siblings who care for children suffering from mental illness such as Austism Spectrum Disorder, Bipolar Disorder, Schizophrenia, and others, experience symptoms of depression such as stress, anxiety, grief, sadness, despair, desolation and other symptoms (Sarris, 2017). Consequently, these symptoms are also experienced by well siblings who live with their mentally ill siblings. Ergo, emotions such as anxiety, sadness, grief, resentment and others, caused by the environment (mothers, well siblings and ill children being anxious and stressed out as they interact) can be highly prejudicial for well siblings’ cognitive development in the lack of proper intervention. Accordingly, some of these negative relationships’ experiences can be detrimental for the well siblings’ cognitive development as it is for parents causing distress and depression (Sarris, 2017). Furthermore, studies found that children who are exposed to high stress (or distress) environments may develop depression, and also activate genes, based on predisposition, that may ultimately lead to a variety of mental disorders including addictions (Sapolsky, 2004). Thus the need for intervention for well siblings at early stages of cognitive development. Historically, the experience of healthy siblings of children suffering with mental illness has been documented by several professionals from different fields such as psychiatry, psychology, social work and others. Moreover, several studies have reported healthy Prospectus Template v.8.0 3 siblings’ negative experiences living with their mentally ill sibling. Societal perception of mental disabilities has contributed to the negative experience that has been marginalizing, stigmatizing and cruel, as these families of individuals suffering with mental illness tend to shy away and become isolated (Sanders et al. 2014). Sanders et al (2014) elucidates that this phenomenon (mental illness and healthy siblings’ relationship with the ill child) impacts the psychosocial dynamics and adaptation of healthy siblings and other members of the family when left without professional intervention. Children of mentally-ill siblings can be cognitively affected by the experience if there is lack of intervention and psychological counseling (Seeman, 2013). Social isolation can cause a series of psychological problems such as depression, inferiority complexes, loneliness, sadness, distress and can be a predictor of future psychological problems in healthy siblings. In addition, healthy siblings of children suffering with Autism Spectrum Disorder, for example, run the risk of emotional psychological adjustment (Bitsika, 2015). Parents of mentally ill children suffer to adapt to the task of caring for the ill child experiencing grief and self-demeaning thought process, becoming often depressed and unfit for caring for their children (Sarris, 2017). In a study conducted by DePape and Lindsay (2014) articles were carefully analyzed and compared with the others in a meta-synthesis analysis showing the detriments of the relationships experiences between well siblings and mentally ill siblings and the themes were identified such as pre-diagnosis, diagnosis, family life adjustment, navigating the system, parental empowerment, and moving forward (DePape & Lindsay, 2014).This proposed study describes the influence of mental illness among siblings (well siblings and their mentally ill brothers or sisters) and the consequences of their relationships with healthy siblings and their cognitive Prospectus Template v.8.0 4 development when left untreated. Thus, it is necessary for society to understand these consequences as well as the relationship influence of mentally ill siblings on healthy siblings’ cognitive development for the preservation of healthy siblings’ cognitive development. In addition, there are numerous cases of mental illness and addictions emerging from these maladjusted relationships which trace back to healthy siblings cognitive development and stress (Sapolsky, 2004). As the mental process or action of acquiring understanding and knowledge through senses, experience and thought, cognitive development in children has a profound effect on well-being, success and survival especially on early ages of development (Sanders et al., 2014). In examining the relationship and experiences of parents caring for children with Autism Spectrum Disorder for example, Depape and Lindsay (2014) explained that the relationship involves abnormal communication, impaired social functioning and restrictive and repetitive interests becoming extremely difficult for parents and siblings to manage, causing high stress levels. The emotional impact caused in healthy siblings living with their mentally ill brother or sister can have lasting effects in healthy siblings’ lives such as feelings of guilt, career outcomes, lingering, academic achievements, and others (Woodgate et al., 2016). This study will be important and will add to the body of knowledge because it will describe these negative relationship experiences between mentally ill and healthy siblings, influencing healthy siblings’ cognitive development. The negative effects of distress and anxiety caused by these relationships described above can be detrimental in stages of development (cognitive development) and consequently their future psychological well-being, causing distress, depression, anxiety and a host of other destructive negative emotions and Prospectus Template v.8.0 5 behaviors which can trigger pre-disposed disorders (Sanders et al., 2014; Sapolsky, 2004). Criteria Learner SelfEvaluation Score (0-3) Chair Evaluation Score (0-3) Reviewer Score (0-3) Introduction This section briefly overviews the research focus or problem, why this study is worth conducting, and how this study will be completed. The recommended length for this section is two to three paragraphs. 1. Dissertation topic is introduced along with why the study is needed. 2.5 2 2. 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. 2.5 2 2.5 2 3. 4. Section is written in a way that is well structured, has a 2.5 2 logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format. NOTE: This Introduction section elaborates on the Topic from the 10 Strategic Points. This Introduction section provides the foundation for the Introduction section in Chapter 1 of the Proposal. Reviewer Comments: Background of the Problem Understanding the nature and experience of mentally ill siblings and their relationship with their healthy siblings is critical for the preservation of the well siblings’ psychological development (cognitive development) (Merwe et al., 2017). According to Sanders et al. (2014), healthy siblings of mentally ill brothers and/or sisters who accept the role of caregiving run the risk factor to develop dysfunctional roles in the family such as stressors that results in objective burden (neglect of other family members, family Prospectus Template v.8.0 6 friction, disturbances to the household routines, and distraction from the relatives’ activities) and subjective burden (stigma, fears about interactions and disturbing behaviors, feelings of resentment, feelings of being trapped and anxiety about the future). Wadman et al. (2015) elucidated that children who become caregivers of their mentally ill siblings run the risk factor of experiencing negative patterns of thoughts which include fear, jealousy, over-worry, resentfulness, anger and other negative patterns of thoughts that are destructive and can influence cognitive development. Clinicians should strategically adopt a lifespan approach in understanding healthy siblings’ psychosocial adjustment (when having mentally ill siblings) and helping individuals with mental disorders (such as Autism Spectrum Disorder, Schizophrenia, Bipolar Disorder and other mental disorders) and their healthy siblings as they develop cognitively (Merwe et al.,2017). Healthy siblings of children with Autism Spectrum Disorder show poor peer relationships and a greater risk for emotional adjustment problems. Parental stress and self-efficacy were contributors to healthy siblings’ adjustment and there was no relationship between siblings’ adjustment and parental therapy involvement. Proper intervention and counseling can provide education with respect to such relationships and spare healthy children from undergoing psychological problems and cognitive deficits due to a lack of proper intervention and counseling (Sanders et al., 2014). Prior studies on mentally ill siblings were focused on the needs and priorities of the mentally ill individual (localized phenomenon) rather than the needs of the well sibling (with emphasis on healthy siblings’ stages of cognitive development) that involves therapeutic and family dynamics approach (Seeman, 2013). Furthermore, understanding the complexity of such relationships, comprehensive and thorough case studies evaluations will be the most Prospectus Template v.8.0 7 suitable approach to understand and describe the relationships between these siblings and suggest approaches such as intervention (coaching, counseling and/or psychotherapy), education and treatment for families of the causal relationship within denoting phenomena. Professionals and parents should intervene in the relationships of mentally ill siblings and healthy siblings with the intention of preserving healthy siblings’ cognitive development (Merwe et al., 2017). The emotional impact caused in healthy siblings living with their mentally ill brother or sister can have lasting effects in healthy siblings’ lives such as feelings of guilt, career outcomes, lingering, academic achievements, and others (Woodgate et al., 2016). Due to social stigma, shame and rejection, families of children suffering with mental illness tend to avoid social interaction (including social events, relationships with peers, coaching, counseling and/or psychotherapy) by isolating themselves (Seeman, 2013). This tendency for social isolation negatively influences the cognitive development of healthy siblings living with their mentally ill brothers or sisters at important stages of development which involves identity formation and development of personality (Lovell & Wetherell, 2015). Hence, the need for further studies concerning these relationships’ influences on well siblings’ cognitive development that could have had evaluated this phenomenon thoroughly, providing existing findings. Furthermore, fear, guilt, shame, stigma and other negative predicaments can cause inhibitions and complexes (inferiority complexes) that will hinder healthy siblings from developing normally, influencing their stages of cognitive development (Sanders et al. 2014). Sanders et al. (2014) concluded on their study that the psychosocial dynamics and adaptation among the entire family when caring for ill siblings (siblings suffering with mental disorders) is crucially Prospectus Template v.8.0 8 important for the psychological wellbeing (of the family as a whole) which confirms the need for psychological intervention (psychosocial dynamics and adaptation). Abrams (2009), studied aspects of the experience of children of siblings suffering from mental illness and concluded that well siblings face a great deal of distress dealing with their mentally-ill siblings. Such distress included negative feelings such as anxiety, fear, shame, guilt and other negative and destructive patterns of thought that can be detrimental for children in several stages of cognitive development. Abrams’ study provides insight on the nature of the negative impact the ill sibling’s relationship can have on healthy siblings and proposes solutions that seek to foster a better adjustment and prevention for the well sibling (Abrams, 2009). Contributing to the negative experience of such relationships described above is society’s perception of mental disabilities, which has been marginalizing, stigmatizing and cruel, as these families of individuals suffering with mental illness tend to seclude themselves, avoiding socialization and counseling (Sanders et al., 2014). Criteria Learner SelfChair or Score Reviewer Evaluation (0-3) Score Score (0-3) (0-3) Background of the Problem This section uses the literature to provide the reader with a definition and statement of the research gap and problem the study will address. This section further presents a brief historical perspective of when the problem started and how it has evolved over time. The recommended length for this section is two-three paragraphs. 1. Includes a brief discussion demonstrating how literature has established the gap and a clear statement informing the reader of the gap. Prospectus Template v.8.0 2.5 1.5 9 Criteria Learner SelfEvaluation Score (0-3) 2.5 Chair or Score (0-3) Reviewer Score (0-3) Discusses how the “need” or “defined gap” 1.5 has evolved historically into the current problem or opportunity to be addressed by the proposed study (citing seminal and/or current research). 3. ALIGNMENT: The problem statement for 2.5 2 the dissertation will be developed from and justified by the “need” or “defined gap” that is described in this section and supported by the empirical research literature published within the past 3-5 years. 4. Section is written in a way that is well 2.5 1 structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format. NOTE: This Background of the Problem section uses information from the Literature Review in the 10 Strategic Points. This Background of the Problem section becomes the Background of the Study in Note, this section develops the foundation for Chapter 1 in the Proposal. It is then expanded to develop the comprehensive Background to the Problem section and Identification of the GAP sections in Chapter 2 (Literature Review) in the Proposal. Reviewer Comments: 2. Theoretical Foundations and Review of the Literature/Themes Theories chosen for this study will be the Cognitive Development Theory, having roots in the work of Jean Piaget. Piaget’s work on the Cognitive Development Theory explains stages of cognitive development and the importance of each stage since birth to adulthood with respect to cognition and identity formation (Piaget’s four stages of cognitive development). Cognitive Behavior Theory having its roots in the work of Dr. Alfred Adler and Albert Ellis which examines child development and exaggerated feelings of inferiority will be discussed to shed light upon the concept of environmental behavior and relationships. This theory is important for this study because it outlines stages of development and the importance of each stage in cognitive development as a child develops into adolescence and adulthood. The chaos experienced by healthy Prospectus Template v.8.0 10 siblings as they interact in the environment with their mentally ill siblings and stressed out parents can influence healthy children and/or adolescents in their stages of development (Sarris, 2017). Cognitive development focuses on how children develop in each stage as they learn to process information such as perceptual skills, language development, learning and other skills as they learn to consciously understand, cognize and articulate their understanding of the world. Thus, the need for preserving these stages of development from childhood until adolescence. The theory of Social Interaction in the development of cognition from Lev Vygotsky supports the argument concerning the need for social interaction in cognitive development and examines the problem of healthy siblings’ isolation from society due to social stigma, shame, sorrow, resentment and inferiority complex caused by having a brother or sister suffering from mental illness (Woodgate et al., 2016). The role of social interaction between the developing child and linguistically knowledgeable family members is explained in social interaction theory and alludes to the importance of relationships at stages of development. The social interaction approach in this theory is important for this study because it explains the healthy sibling’s construction of a social world in the context of family-child interaction. Siblings that assume the role of being a caregiver for their mentally ill sibling(s) (common among this population) run the risk factor to assume certain dysfunctional roles in the family (Sanders et al., 2014). Based on the theoretical foundation of this proposed study and scientific data showing the predicaments of these relationships it is clear that these well siblings’ dysfunctional roles influence their cognitive development. Sanders et al. discussed the implications for future therapy and research on such relationship. According to Conger and Kramer (2010), the relationship among siblings provide a Prospectus Template v.8.0 11 context for life experiences, framing siblings’ issues within the context of studies on child development and social relationships, during the course of life. Conger and Kramer (2010) concluded that healthy siblings “may need to resolve conflicts and rivalries from childhood and adolescence before they can develop more supportive relationships that would facilitate carrying out the tasks of adulthood”; this concept sheds light on the importance of a healthy cognitive development during childhood. Criteria Learner SelfChair or Reviewer Evaluation Score Score Score (0-3) (0-3) (0-3) Theoretical Foundations and/or Conceptual Framework This section identifies the theory(s) or model(s) that provide the foundation for the research. This section should present the theory(s) or models(s) and explain how the problem under investigation relates to the theory or model. The theory(s) or models(s) guide the research questions and justify what is being measured (variables) as well as how those variables are related (quantitative) or the phenomena being investigated (qualitative). Review of the Literature/Themes This section provides a broad, balanced overview of the existing literature related to the proposed research topic. It describes the literature in related topic areas and its relevance to the proposed research topic findings, providing a short 3-4 sentence description of each theme and identifies its relevance to the research problem supporting it with at least two citations from the empirical literature from the past 3-5 years. The recommended length for this section is 1 paragraph for Theoretical Foundations and a bulleted list for Literature Themes section. 1. Theoretical Foundations section identifies 2 1 the theory(s), model(s) relevant to the variables (quantitative study) or phenomenon (qualitative study). This section should explain how the study topic or problem coming out of the “need” or “defined gap” in the as described in the Background to the Problem section relates to the theory(s) or model(s) presented in this section. (One paragraph) 2. Review of the Literature Themes section: 2 1 This section is a bulleted list of the major themes or topics related to the research topic. Each theme or topic should have a one-two sentence summary. 3. ALIGNMENT: The Theoretical Foundations 2 1 models and theories need to be related to and support the problem statement or study topic. The sections in the Review of the Literature are topical areas needed to understand the various aspects of the phenomenon (qualitative) or variables/groups (quantitative) Prospectus Template v.8.0 12 Criteria Learner SelfEvaluation Score (0-3) Chair or Score (0-3) Reviewer Score (0-3) being studied; to select the design needed to address the Problem Statement; to select surveys or instruments to collect information on variables/groups; to define the population and sample for the study; to describe components or factors that comprise the phenomenon; to describe key topics related to the study topic, etc. 4. Section is written in a way that is well 2 1 structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct APA format. NOTE: The two parts of this section use information about the Literature Review and Theoretical Foundations/Conceptual Framework from the 10 Strategic Points. This Theoretical Foundations section is expanded upon to become the Theoretical Foundations section in Chapter 2 (Literature Review). The Theoretical Foundations and the Literature Review sections are also used to help create the Advancing Scientific Knowledge/Review of the Literature section in Chapter 2 (Literature Review). Reviewer Comments: Problem Statement It is not known how healthy siblings experience cognitive development when living with their mentally ill siblings. There is no sufficient scholarly evidence in the field to conclude whether siblings with mental illness can negatively influence healthy siblings’ cognitive development. The focus of this qualitative study is to understand the influence mentally ill siblings have on healthy siblings’ cognitive development. This study can contribute to the education and intervention of families of individuals suffering with mental illnesses and help their healthy siblings undergo healthy cognitive development without interference. The emotional impact caused in healthy siblings living with their mentally ill brother or sister can have lasting effects in healthy siblings’ lives such as feelings of guilt, career outcomes, lingering, academic achievements, all of which influences cognitive development (Woodgate et al., 2016). This study will scrutinize the Prospectus Template v.8.0 13 relationship experiences of families of children with mental illness and their well siblings, shedding light on the concept of healthy siblings’ cognitive development preservation (DePape & Lindsay, 2014). Criteria Learner SelfChair or Reviewer Evaluation Score Score Score (0-3) (0-3) (0-3) Problem Statement This section includes the problem statement, the population affected, and how the study will contribute to solving the problem. The recommended length for this section is one paragraph. 1. States the specific problem proposed for 2.5 1.5 research with a clear declarative statement. Describes the population of interest affected by the problem. The general population refers to all individuals that could be affected by the study problem. 2.5 2 Describes the unit of analysis. 2.5 1 Discusses the importance, scope, or opportunity for the problem and the importance of addressing the problem. 2.5 2 The problem statement is developed based on the need or gap defined in the Background to the Study section. 2.5 1 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. 2.5 1 For qualitative studies this describes how the phenomenon will be studied. This can be individuals, group, or organization under study. For quantitative studies, the unit of analysis needs to be defined in terms of the variable structure (conceptual, operational, and measurement). NOTE: This section elaborates on the Problem Statement from the 10 Strategic Points. This section becomes the foundation for the Problem Statement sections in Chapter 1and other Chapters where appropriate in the Proposal. Prospectus Template v.8.0 14 Criteria Learner SelfEvaluation Score (0-3) Chair or Score (0-3) Reviewer Score (0-3) Reviewer Comments: Purpose of the Study The purpose of this study will be to describe how mentally ill siblings can influence their healthy siblings’ cognitive development due to stressors (such as stress, anxiety, grief, sadness, despair, desolation and other stressors [Sarris, 2017]) in such relationship by using interviews, questionnaires (open-ended-questions), and Neuropsychological testing. This study will be conducted in Phoenix, Arizona and will use secondary data analysis (data from existing qualitative research) to apply conceptual skills as well as theoretical knowledge in the utilization of existing data to address the research questions (Johnston, 2014). Criteria Learner SelfChair or Score Reviewer Score Evaluation Score (0-3) (0-3) (0-3) PURPOSE OF THE STUDY This section reflects what the study is about, connecting the problem statement, methodology & research design, target population, variables/phenomena, and geographic location. The recommended length for this section is one paragraph. 1. Begins with one sentence 2.5 1 that identifies the research methodology and design, target population, variables (quantitative) or phenomena (qualitative) to be studied and geographic location. Quantitative Studies: Defines the variables and relationship of variables. Qualitative Studies: Describes the nature of the Prospectus Template v.8.0 2.5 1 15 Criteria Learner SelfEvaluation Score (0-3) Chair or Score (0-3) Reviewer Score (0-3) 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. 2.5 1 NOTE: This section elaborates on information in the Purpose Statement from the 10 Strategic Points. This section becomes the foundation for the Purpose of the Study section in Chapter 1and other Chapters where appropriate in the Proposal. Reviewer Comments: Research Questions and/or Hypotheses The following research questions guide this qualitative study: RQ1: How do the relationships between mentally ill siblings and healthy siblings lead to cognitive deficits in healthy siblings? Theory of Cognitive Development (Bauer et al., 2015). RQ2: Do healthy siblings run the risk factor of assuming dysfunctional roles when living with their mentally ill siblings? Cognitive Development Theory (Sanders et al., 2013) RQ3: By living with their mentally ill sibling(s), do healthy siblings have trouble coping with relationships? Fifth Stage of Development Theory (Waldman et al., 2016) RQ4: Do healthy siblings decrease socialization when living with their mentally ill siblings? Theory of Socialization (Woodgate et al., 2016). Prospectus Template v.8.0 16 RQ5: Does living with mentally ill siblings influence healthy siblings in assuming or copying roles in moral behavior and emotional regulation? Theory of Cognitive Development (de Achaval et al., 2013). Criteria • • • Learner SelfChair Score Reviewer Score Evaluation Score (0-3) (0-3) (0-3) RESEARCH QUESTION(S) AND/OR HYPOTHESES The recommendation is a minimum of two research questions along with related hypotheses and variables is required for a quantitative study. Also recommended is a minimum of two research questions along with the phenomenon description is required for a qualitative study. Put the Research Questions in the appropriate Table in Appendix B based on whether the study is qualitative or quantitative. The recommended length for this section is a list of research questions and associated hypotheses (quantitative) 1. Qualitative Studies: 2 .5 States the research question(s) the study will answer and describes the phenomenon to be studied. 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. Alignment: The research questions are based on both the Problem Statement and Theoretical Foundation model(s) or theory(s). There should be no research questions that are not clearly aligned to the Problem Statement. 2.5 .5 Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct 2.5 1 Prospectus Template v.8.0 17 Criteria Learner SelfEvaluation Score (0-3) Chair Score (0-3) Reviewer Score (0-3) sentence structure, uses correct punctuation, and uses correct APA format. NOTE: This section elaborates on the information about Research Questions) &Hypothesis/variables or Phenomena from the 10 Strategic Points. This section becomes the foundation for the Research Question(s) and/or Hypotheses section in Chapter 1 in the Proposal. Reviewer Comments: Advancing Scientific Knowledge and Significance of the Study This study will provide insight into the nature of the relationship between mentally ill and healthy siblings when there is lack of professional intervention and proposes solutions for the problem. In order to foster a better adjustment and prevention for the well sibling(s), the ill sibling and their families, this study will provide solutions that will alleviate the stressors (Seeman, 2013). Parents of mentally ill children suffering from Autism Spectrum Disorder must endure higher stress levels than parents of healthy children which can consequently influence healthy siblings’ normal development. Thus, it is important to understand the experiences of parents, ill child and healthy siblings due to the predicaments of these relationships which can provide detailed families interactions and realities concerning family dynamics. As parents are faced with challenges such as social and economic adjustments, high stress levels for having to dedicate more time and effort to the ill child, and often divorce and relationship problems, well siblings suffer the consequences of the detriments of such relationship issues which can ultimately influence normal cognitive development (DePape and Lindsay, 2014). Moreover, the experiences reported by parents and healthy siblings on how difficult and overwhelming these relationships can be will serve as testimonials of Prospectus Template v.8.0 18 the harmful influence in well siblings’ cognitive development based on the theories of cognitive development, cognitive behavior and social interaction (Lovell and Wetherell, 2015). Among the strategies that will be created by this study (intervention: education and counseling) suggesting solutions for these relationship detriments, families need to seek professional alternatives such as clinical intervention, family therapy and/or support groups. Furthermore, proper intervention will help well siblings overcome some of the environmental negative influences such as developed patterns of negative thoughts, anger, inferiority complexes, depression and social isolation which lead to psychological chaos. This study is important because it addresses the need for intervention (coaching, counseling, psychotherapy) due to these negative predicaments. For example, siblings of children with Autism experiencing greater depressing symptoms and emotional problems when compared with control group as concluded in the study of Lovell (2015). This study will contribute to the practice in psychology for shedding light on the phenomenon (influence of siblings with mental illness on healthy siblings’ cognitive development) and exposing the need for early intervention. The influence of such relationship on well siblings can be detrimental for their stages of cognitive development based of the theory of cognitive development and models of psychological development as children grow up. As an example, according to Bauer et al. (2015), healthy siblings of individuals with bipolar disorder (and their mentally ill siblings) showed cognitive deficits when tested through the Cambridge Neuropsychological Test Automated Battery (CANTAB). The same test results showed differences displaying strong cognitive deficits in affective processing when compared to healthy controls (Bauer et al., 2015). Prospectus Template v.8.0 19 This study will add to the body of knowledge due to the significance of prevention and adjustment in aiding for healthy children and their healthy cognitive development as per the theories of cognitive development, cognitive behavior and social interaction. This study will be supported by these theories which elucidate that stages of cognitive development, behavior development and social interaction are crucially important for one’s psychological health and well-being (Osuchowska-Koscijanska et al., 2014). By describing such phenomenon, this study will educate families and professionals (psychologists, psychiatrists, therapists, social workers and other professionals) on how to prevent healthy siblings from undergoing negative psychological predicaments that can influence healthy children and adolescent’s cognitive development. The future psychological well-being of all children in our society must be preserved and protected which depends on their cognitive development, cognitive behavior and social interaction. Criteria Learner SelfChair Score Reviewer Score Evaluation Score (0-3) (0-3) (0-3) ADVANCING SCIENTIFIC KNOWLEDGE AND SIGNIFICANCE OF THE STUDY This section reiterates the gap or need in the literature and states how the study will address the gap or need and how the research will contribute to the literature, practical implications to the community of interest, and alignment with the program of study. The recommended length for this section is one to two paragraphs, providing a brief synopsis of each criteria listed below which will be expanded in the proposal. 1. Clearly identifies the 2.5 “gap” or “need” in the literature that was used to define the problem statement and develop the research questions. (citations required) Describes how the study will address the “gap” or “identified need” defined in the literature and contribute to /advance the body of literature. (citations Prospectus Template v.8.0 2.5 20 Criteria Learner SelfEvaluation Score (0-3) Chair Score (0-3) Reviewer Score (0-3) required) Describes the potential practical applications from the research. (citations required) 2.5 Identifies and connects the theory (ies) or model(s) that provide the theoretical foundations or conceptual frameworks for the study. (citations required) 2 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. 2.5 NOTE: This section builds on information about the Literature review and Theoretical Foundations sections in the 10 Strategic Points. This section becomes the foundation for the Theoretical Foundations section in Chapter 2 Reviewer Comments: Rationale for Methodology This proposed study describes how mentally ill individuals may negatively influence their healthy siblings’ cognitive development. Thus, a qualitative research is the proper methodology because it seeks to gather an in-depth understanding of the reasons governing human behavior and cognitive development, producing information on particular cases studied and ultimately describing individuals’ experiences and the consequence of such experiences, given the nature of such relationships (Healthy Siblings Prospectus Template v.8.0 21 and Mentally Ill Siblings) during phases of cognitive development (siblings’ relations experience) (Alasuutari, 2010). A qualitative research will be suitable for this study because it will describe the phenomenon on the attempt to understand it, in order to report the totality of the situation. Qualitative research also focuses on human social behaviors and the psychological human responses to different circumstances in day to day life. A case study (secondary data analysis) will be used for this qualitative research. Secondary data analysis is the only method in qualitative studies that can be used in this study due to the type of data to be collected and analyzed (protected and vulnerable population) and limitations in acquire such type of clinical data (Johnston, 2014). In Secondary data analysis, an investigation of the information, known in this subject area by other researchers, is methodically done and an investigation...