Prior to beginning work on this discussion presentation, read Chapters 5 and 6 in the Creswell and Creswell textbook. You may also watch the videos about public speaking and m
Prior to beginning work on this discussion presentation, read Chapters 5 and 6 in the Creswell and Creswell textbook. You may also watch the videos about public speaking and making presentations in the Recommended Resources section. The Writing Center also has two helpful resources, How to Make a PowerPoint PresentationLinks to an external site. and Presentation TipsLinks to an external site.. These resources will assist you in the creation of an effective presentation of your research design.
MY WEEK 1 RESEARCH TOPIC; The Impact of Trauma-Informed Care on the Mental Health Outcomes of At-Risk Youth
CHAPTER 5 THE INTRODUCTION After having decided on a qualitative, quantitative, or mixed methods approach and after conducting a preliminary literature review and deciding on a format for a proposal, the next step in the process is to design or plan the study. A process of organizing and writing out ideas begins, starting with designing an introduction to a proposal. This chapter discusses the composition and writing of a scholarly introduction and examines the differences in writing an introduction for these three different types of designs. Then the discussion turns to the five components of writing a good introduction: (a) establishing the problem leading to the study, (b) reviewing the literature about the problem, (c) identifying deficiencies in the literature about the problem, (d) targeting an audience and noting the significance of the problem for this audience, and (e) identifying the purpose of the proposed study. These components comprise a social science deficiency model of writing an introduction, because a major component of the introduction is to set forth the deficiencies in past research. To illustrate this model, a complete introduction in a published research study is presented and analyzed.
THE IMPORTANCE OF INTRODUCTIONS An introduction is the first passage in a journal article, dissertation, or scholarly research study. It
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The Impact of Trauma-Informed Care on the Mental Health Outcomes of At-Risk Youth.
Tyisha Williams-Cross
The University of Arizona Global Campus
Dr. Mary Kraft
PSY 635
08.02.23
Introduction
At-risk youth, who have faced challenging life events, are mainly susceptible to emerging mental health concerns that can meaningfully impact their well-being and projections. It stresses creating safe, reassuring environments that encourage healing, enablement, and resilience. The study offers valuable insights into the influence of trauma-informed care on the mental health results of at-risk youth. The results support the hypothesis that trauma-informed care interventions lead to considerably reduced symptoms of anxiety, depression, and post-traumatic stress syndrome among at-risk youth. The mixed-methods method understood the youth's practices and perspectives, enhancing the study's practical implications.
Research Questions
i. How does trauma-informed care impact the mental health signs of at-risk youth?
ii. What are the long-term effects of trauma-informed care on the well-being and pliability of at-risk youth?
iii. How can trauma-informed care interferences be effectively implemented in different settings to support at-risk youth?
iv. What are the obstructions and facilitators to successfully implementing trauma-informed care for at-risk youth?
The testable hypothesis that addresses the research question
Hypothesis: At-risk youth who obtain trauma-informed care involvements will show meaningfully compact symptoms of anxiety, hopelessness, and post-traumatic stress disorder (PTSD) associated to at-risk youth who do not obtain such involvements. The hypothesis posits that instigating trauma-informed care involvements will lead to noticeable improvements in the mental health consequences of at-risk youth. To test this hypothesis, the scholars may need to gather quantitative data using questionnaires measuring the symptoms of anxiety, depression, and PTSD in both groups of at-risk youth. The data would be investigated by use of appropriate statistical methods to equate the mean scores of the two groups. In a mixed methods approach, qualitative data may also complement and enrich the understanding of the quantitative results.
Approach for the study
A mixed-methods research design would be a suitable approach for this study. It combines quantitative and qualitative methods. The quantitative component of the study would include conducting surveys or administering standardized questionnaires to a large sample of at-risk youth who have received trauma-informed care interventions. The qualitative essential would involve in-depth interviews or focus groups. These interviews may delve into personal experiences, discernments, and viewpoints on the efficiency of trauma-informed interventions. Qualitative data permits scholars to comprehend how trauma-informed care impacts the lives of at-risk youth and how it affects their mental health upshots.
The mixed-methods strategy would permit scholars to triangulate the results from quantitative and qualitative data sources, enhancing a more inclusive and correct understanding of the topic of study. Quantitative data would permit measurements of precise mental health results and establish statistical associations between trauma-informed care and the mental well-being of at-risk youth. Additionally, qualitative data provides rich and nuanced data about the mechanisms through which trauma-informed care operates and the lived practices of the youth.
The philosophical paradigm for the study approach
The study will make use of pragmatism. This philosophical perspective emphasizes the practicality of research and seeks to understand phenomena in real-world contexts. In this study, pragmatism lets scholars to combine quantitative and qualitative approaches to comprehend the phenomenon expansively. Pragmatism admits that various research methods may provide exceptional perceptions, and by integrating them, researchers can obtain a more comprehensive picture of the topic. Pragmatism distinguishes the significance of understanding the usefulness of trauma-informed care through quantifiable outcomes. While valuing the richness and depth of the lived experiences of at-risk youth. By adopting a pragmatic tactic, the study aims at finding practical solutions to advance the mental health results of at-risk youth by informing policymakers.
Annotated Bibliography
Davies, B. R., & Allen, N. B. (2017). Trauma and homelessness in youth: Psychopathology and intervention. Clinical Psychology Review, 54, 17-28.—Literature Review
The article offers an all-inclusive literature review on the connotation between trauma, vagrancy, and psychopathological results in youth. The assessment highpoints that trauma is a substantial risk factor for homelessness among young persons, leading to higher rates of mental health issues, including anxiety and depression. The authors highlight the crucial need for operative interpositions to address the mental health requirements of at-risk youth facing homelessness. It also highlights the importance of executing such interventions to improve the well-being and psychopathological consequences of at-risk youth susceptible to trauma exposure and homelessness.
The final proposal will utilize the article to provide a solid theoretical foundation and support for the study; the literature review conducted by the authors establishes a strong link between trauma, homelessness, and psychopathological results in youth, highlighting the susceptible nature of at-risk youth populations. By referencing this article, the proposal will demonstrate the significance and relevance of the research question and the need to explore trauma-informed care as a potential intervention to improve mental health outcomes for at-risk youth. The findings and insights from this literature review will help contextualize the proposed study, enhancing its rationality and potential impact on enlightening the well-being of at-risk youth.
Townsend, L. D., & Mueller, L. M. K. (2023). Companion Animals in the Treatment of At-Risk and Adjudicated Youth. The Role of Companion Animals in the Treatment of Mental Disorders, 69.
The article explores companion animals’ role in treating mental disorders among at-risk and arbitrated youth. The study highlights the potential therapeutic paybacks that companion animals can offer vulnerable youth populations, comprising those who have experienced trauma and are at risk of developing mental health issues. Companion creatures are revealed to provide expressive support, encourage a sense of security and trust, and pay to overall well-being. Though the article emphases the role of companion animals more moderately than trauma-informed care, it underscores the implication of exploring alternative involvements to improve the mental health outcomes of at-risk youth.
In the final proposal, the article will strengthen the rationale for discovering trauma-informed care as involvement for at-risk youth. The article's findings regarding the potential therapeutic benefits of companion animals on mental health outcomes for vulnerable youth populations, including those who have experienced trauma, will inform the proposal's background and theoretical framework. By referencing this article, the proposal will highpoint the implication of substitute involvements, such as trauma-informed care, in illuminating at-risk youth's well-being and mental health.
Inscoe, A. B., Donisch, K., Cheek, S., Stokes, C., Goldston, D. B., & Asarnow, J. R. (2022). Trauma-informed care for youth suicide prevention: A qualitative analysis of caregivers’ perspectives. Psychological trauma: theory, research, practice, and policy, 14(4), 653.
The article’s main points are exploring caregivers' viewpoints on trauma-informed care for youth suicide anticipation. The qualitative analysis delves into the experiences and opinions of caregivers in the context of mental health support for at-risk youth. The study highlights the importance of trauma-informed care in suicide prevention efforts, as caregivers emphasize the need for sensitive and understanding approaches that contemplate the impact of trauma on a young person's mental health.
The contribution of this article to the final proposal lies in providing appreciated comprehension from caregivers' perspectives. By referencing this study, the proposal gains support for the consequence and significance of trauma-informed care as an intervention for at-risk youth. Caregivers' recognition of the importance of trauma-informed approaches accentuates the potential efficiency of such interventions in improving mental health outcomes and preventing adverse consequences like suicide. Moreover, the qualitative analysis helps to build a robust theoretical framework, showing the necessity of a compassionate and understanding approach when working with at-risk youth.
Razuri, E. B., Yang, Y., Tinius, E., & Knight, D. K. (2023). Adaptation of a trauma-informed intervention for youth involved in the legal system.
The article's main points revolve around adapting a trauma-informed involvement designed for legal system youth. The study focuses on modifying trauma-informed care to meet the unique needs and challenges faced by youth who have come into contact with the legal system for various reasons. The study underscores the importance of trauma-informed care in addressing the underlying trauma experienced by at-risk youth involved in the legal system.
The contribution of this article to the final proposal lies in providing valuable insights into the adaptation of trauma-informed interventions for youth involved in the legal system. By referencing this study, the proposal gains support for the relevance and applicability of trauma-informed care in addressing the mental health needs of at-risk youth who have encountered legal challenges. The findings also underscore the potential benefits of implementing trauma-informed care in legal settings.
Olaghere, A., Wilson, D. B., & Kimbrell, C. S. (2021). Trauma-informed interventions for at-risk and justice-involved youth: A meta-analysis. Criminal justice and behavior, 48(9), 1261-1277.
The article’s main points are centered on a meta-analysis of trauma-informed interventions for at-risk and justice-involved youth. The study amalgamates prevailing research to evaluate the efficiency of trauma-informed involvement in refining outcomes for this vulnerable population. The meta-analysis examines various trauma-informed approaches and their impact on mental health, delinquency, and other relevant outcomes in at-risk and justice-involved youth. The findings highpoint the positive effects of trauma-informed care, indicating its potential to reduce delinquent behaviors, improve mental health outcomes, and foster flexibility among at-risk youth who have come into interaction with the justice system.
The contribution of this article to the final proposal lies in providing empirical evidence and support for the potential effectiveness of trauma-informed involvements for at-risk and justice-involved youth. By referencing this meta-analysis, the proposal gains strong evidence for the significance of trauma-informed care in addressing mental health needs and reducing delinquent behaviors in this vulnerable population. The meta-analysis outcomes can be used to inform the proposed study's methodology and approach, validating the relevance of examining trauma-informed care as an intervention for at-risk youth. The empirical evidence provided in the article adds to the overall understanding of the impact of trauma-informed care.
Berger, E. (2019). Multi-tiered approaches to trauma-informed care in schools: A systematic review. School Mental Health, 11(4), 650-664.
The article’s main points revolve around a methodical review of multi-tiered methods to trauma-informed care in schools. The study inspects numerous interventions and approaches instigated in educational backgrounds to address the influence of trauma on students' mental health and well-being. The examination reconnoiters multi-tiered methods, including universal, targeted, and intensive interferences, to create a caring and fostering school environment for all at-risk youth. The findings highlight the efficiency of trauma-informed care in schools, presenting that multi-tiered methods can improve mental health outcomes, reduce behavioral difficulties, and improve student academic performance.
The contribution of this article to the final proposal lies in providing appreciated insights into trauma-informed care enactment within educational settings. By referencing this systematic review, the proposal gains support for exploring trauma-informed care in schools as a potential intervention for at-risk youth. The review’s findings can inform the proposed study's rationale and theoretical framework, underscoring the importance of creating trauma-sensitive and supportive environments to promote positive mental health outcomes for vulnerable youth.
Conclusion
The mixed-methods method understood the youth's practices and perspectives, enhancing the study's practical implications. These results emphasize the importance of implementing trauma-informed care in several sceneries to support better and uphold the well-being of at-risk youth, eventually contributing to evolving evidence-based involvements and strategies in the mental health arena.
References
Berger, E. (2019). Multi-tiered approaches to trauma-informed care in schools: A systematic review. School Mental Health, 11(4), 650-664.
Davies, B. R., & Allen, N. B. (2017). Trauma and homelessness in youth: Psychopathology and intervention. Clinical Psychology Review, 54, 17-28.—Literature Review
Inscoe, A. B., Donisch, K., Cheek, S., Stokes, C., Goldston, D. B., & Asarnow, J. R. (2022). Trauma-informed care for youth suicide prevention: A qualitative analysis of caregivers’ perspectives. Psychological trauma: theory, research, practice, and policy, 14(4), 653.
Olaghere, A., Wilson, D. B., & Kimbrell, C. S. (2021). Trauma-informed interventions for at-risk and justice-involved youth: A meta-analysis. Criminal justice and behavior, 48(9), 1261-1277.
Razuri, E. B., Yang, Y., Tinius, E., & Knight, D. K. (2023).Adaptation of a trauma-informed intervention for youth involved in the legal system.
Townsend, L. D., & Mueller, L. M. K. (2023). Companion Animals in the Treatment of At-Risk and Adjudicated Youth. The Role of Companion Animals in the Treatment of Mental Disorders, 69.
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I come from an environment where the youth are always forgotten about. Statistics show us that majority of the kids from the ghetto are not supposed to be successful. I chose a different route and decided to further my education. My goal has always been to mentor and counsel the young kids from my city; I need them to know that there is always another way. The research topic I decided on is The Impact of Trauma-Informed Care on the Mental Health Outcomes of At-Risk Youth. Working with many different kids who are dealing with a plethora of issues has opened my eyes to the fact that their mental health needs to be nurtured.
This topic provides a significant contribution to the field of psychology because it focuses on understanding and evaluating the effectiveness of trauma-informed care interventions for at-risk children. Young individuals who are exposed to risk factors including abuse, neglect, poverty, or engagement with the juvenile justice system are considered to be at risk. These incidents frequently result in a variety of psychological and emotional problems, including post-traumatic stress disorder (PTSD), anxiety, hopelessness, and behavioral problems.
By examining the effects of trauma-informed care on the mental health outcomes of at-risk children, this research topic intends to contribute to the development of evidence-based treatments that may improve the wellbeing and resilience of this vulnerable group. The objective of trauma-informed care is to deliver services in a way that acknowledges the persistent consequences of trauma while also being sensitive to the experiences of trauma. It aims to create a safe and supportive environment for persons who have experienced trauma that promotes healing, recovery, and empowerment.
Understanding the effectiveness of trauma-informed care techniques may impact the development of targeted therapies and programs for young people who are at risk. Furthermore, it might shed light on the fundamental principles and practices that support the promotion of positive mental health outcomes in this group. By learning more about trauma-informed care practices, psychologists and other professionals who work with at-risk teenagers may improve therapy approaches, develop preventive strategies, and create legislative legislation.
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CHAPTER 6 THE PURPOSE STATEMENT The last section of an introduction, as mentioned in Chapter 5, is to present a purpose statement that establishes the intent of the entire research study. It is the most important statement in the entire study, and it needs to be clear, specific, and informative. From it, all other aspects of the research follow, and readers will be lost unless it is carefully drafted. In journal articles, researchers write the purpose statement into introductions as the final statement; in theses and dissertations, it often stands as a separate section.
In this chapter devoted exclusively to the purpose statement, we address the reasons for developing it, key principles to use in its design, and examples of good models in crafting one for your proposal.
SIGNIFICANCE AND MEANING OF A PURPOSE STATEMENT According to Locke, Spirduso, and Silverman (2013), the purpose statement indicates why you want to conduct the study and what you intend to accomplish. Unfortunately, proposal-writing texts give little attention to the purpose statement, and writers on method often incorporate it into discussions about other topics, such as specifying research questions or hypotheses. Wilkinson (1991),
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