In this section, you will lay out the design of the study you ar
In this section, you will lay out the design of the study you are proposing, including the participants, instruments and measures, procedures, etc. You will also explain the results you'd expect to obtain, and discuss the potential limitations of your proposed study. You should provide references for any instruments or materials that come from the literature (e.g., scales, questionnaires, tests, stimulus sets).
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See the attached sample paper and template for guidance.
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Title of Paper Comment by lori daniels: Include a title that reflects your specific topic For example: The Influence of Parenting Styles on Academic Performance Title is bold APA 7th edition no longer requires running heads. Only the page number is required in header.
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Title Again Here Begin with an introduction to the topic. Why is this topic important? Background of the Study This section provides necessary background information about current knowledge of the problem. It provides information essential for the educated reader to understand. This section should be a review of previous literature leading to the next section (gap). Highlight only the most important parts of past research (findings) and use synthesis (looking across studies). Utilize subheadings to organize this section. Rationale/GAP This section presents the justification for conducting the study. The gap should clarify that 1. This research has not been conducted before and 2. How your study is different from previous research. The rationale for why the study is being conducted should be included along with the required gap statement: Although previous studies have found ___________, no study to date has examined ____________. See KL Week 2 for examples. Research Questions and Hypotheses Present a research question(s) that guides your study and includes variables of interest and population (if applicable).Research QuestionsRQ1. Research question oneA statement of prediction stemming from research questions. The hypothesis should match the RQ in terms of variables and population.HypothesesH10a: Null hypothesis one addressing research question one.H11a: Alternate hypothesis one addressing research question one.Nature of the StudyThis section provides a preliminary overview of the methodological approach to and range of the study. Discuss the type of research design will be used (correlational, experimental). Significance of the Study This section discusses the potential impact of the study’s outcomes. What makes this study important? Who will benefit from this study? How is it important to the discipline? |
Methods Comment by lori daniels: Add the section heading Methods to your existing draft. Move references to end of paper.
Participants
Describe your sample and sampling techniques. Include the following information in paragraph form:
· Total number N you will aim for
· Breakdown in demographics (age, gender, etc)- that impact your study
· Target age (range or mean)
· Number of men/women
· Include where and how subjects will be recruited
· If using grouping variables for IV include information here.
· Common grouping IV variables (age, gender, treatment/no treatment).
· If your grouping variable is part of an experimental design include detailed information of stimuli in measures.
Measures
Include how you will measure each variable (IV and DV). Organize by variable. For scales include the type of scale, range of scores, number of questions, breakdown of categories and sample questions.
For experiments, include description of variables, what varies and what you will control for (and how). This should include what the participant will experience (visually, auditorily or by means of intervention).
Use subheadings for each variable.
Procedure
The procedure serves as a step by step guide to what the participants will experience in your study. Can be complex (experiments tend to have longer procedures or simple (correlational designs). Should include:
· How & where the study will be conducted (note this is different from how you recruit participants)
· Order of presentations and/or scales
· How long it will take (time of presentation, time to take scales) or how many times (for repeated measures)
Results
Describe your expected results. Start by referring back to your hypothesis (include again in this section). Then discuss the statistic test(s) you would use to test the hypothesis. Include a graph of your hypothetical results.
Discussion
Include a discussion of the type of information that will be gained from the proposed research: correlation vs. causation, reliability and validity of the results.
Identification of potential ethical constraints and limits on internal and external validity stemming from your design choices. Include a discussion of how well you can draw conclusions about causation in your study the way you have specifically designed it
Discuss limitations of your study. What will your study not show? What might you do in a future study? What couldn’t you or didn’t you control for?
References
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The Relationship Between Spiritual Intelligence and Psychological Well-Being in Refugees Comment by lori daniels: For this draft include Part 1 first (with revisions) and then begin Part 2 at Method
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The Relationship Between Spiritual Intelligence and Psychological Well-Being in Refugees
Refugees come from many countries and represent various ethnic groups but share a common bond in the premigration, migration, and postmigration stressors they have experienced (Kirmayer et al, 2011; Rohlof, Knipscher, & Kleber, 2014; Werkuyten & Nekuee, 1999; Young & Chan, 2015). The trauma refugees experience prior to leaving their country of origin, during flight, and extended stays in refugee camps often lead to psychological distresses, such as post-traumatic stress disorder (PTSD), depression, and anxiety, which can impact them long after resettlement (Kirmayer et al, 2011). Despite these adverse circumstances, many refugees are able to bounce back, regain psychological wellness, and live productive lives (Calhoun & Tedeschi, 2014; Ssenyonga, Owens, & Olema, 2013). This study seeks to understand the role of spiritual intelligence in this process. Previous studies have suggested that spiritual intelligence may promotes adaptive functioning, positive coping strategies, improved quality of life, and general happiness (King, 2008; King & DeCicco, 2009;)
Thus, the aim of this study was to explore the relationship between spiritual intelligence and psychological well-being in refugees who have been resettled in the United States. Participants were assessed using the Spiritual Intelligence Self-Report Inventory (SISRI-24; King, 2008), the Scale of Psychological Well-Being (SPWB; Ryff, 1989), and a demographic questionnaire. Results from this study might prove beneficial to mental health professionals and social workers in understanding how refugees use personal resources to achieve psychological well-being.
Background
For thousands of years, people have been forced to flee their homelands due to war and political violence and seek refuge in other countries. According to the most recent figures, an estimated 65.6 million people are uprooted by war and arm conflict worldwide, approximately 24.5 million of which are refugees [United Nation High Commissioner for Refugees (UNHCR), 2018]. A refugee is defined as a person who has been forced to flee his or her country due to “a well-founded fear of persecution” based on “race, religion, nationality, political opinion or membership in a particular social group” (UNHCR, 2018). Thus, unlike other immigrant populations, refugees cannot return or be forced to return to their homeland. Refugees come from almost every continent. Today two-thirds of uprooted populations come primarily from five countries: Syria, Afghanistan, South Sudan, Myanmar (Burma), and Somalia.
Since shortly after World War II, the United States has been one of many countries to provide a safe haven for refugees (United Nation Refugee Agency, 2016). Since the Refugee Act of 1980, the United States has resettled more than 3 million refugees from Europe, Asia, Africa, and the Middle East (UNHCR, 2018). Historically, the largest groups of refugees to enter the United States came from Vietnam, Russia, Iraq, Bosnia, Laos, Burma, Somalia, Iran, Cuba, and Cambodia (Dyssegaard & Mathema, 2016).
The number of refugees admitted in the United States each year changes according to global demands and U.S priorities. For instance, during the years of 1990-1995, approximately 112,000 refugees from the former Soviet Union were resettled in the United States. Since then, the yearly allotment has leveled to approximately 70,000 refugees. Despite these numbers, less than one percent of the world’s refugee population are permanently resettled (UNHCR, 2018).
Since refugees come from different backgrounds and regions, their group and individual experiences are unique. However, studies show that they share some common characteristics (Kirmayer et al, 2011; Rohlof, Knipscher, & Kleber, 2014; Werkuyten & Nekuee, 1999; Young & Chan, 2015). For instance, refugees tend to gain self-sufficiency relatively quickly, which is the overarching goal of federal resettlement policies (Capp et al, 2015). Furthermore, like other immigrant groups, refugees come to the United States with strong traditions, cultural values, and personal resources which is indicative of their resilience and supports their adjustment (Capp et al, 2015; Kirmayer et al, 2011).
Trauma and Refugees
Although being resettled in a host country is a fortunate event for refugees, rebuilding their lives typically includes many challenges. Refugees of all ethnicities experience a host of premigration, migration, and postmigration stressors that threaten their physical, mental, and social health. Hence, refugees are considered to be the most vulnerable of immigrant populations for a myriad of psychological factors (Kirmayer et al, 2011; Rohlof et al, 2014; Werkuyten & Nekuee, 1999). A meta-analytical study of 840 articles, including ten comprehensive studies and 5 meta- analysis, revealed that refugees experience a higher rate of trauma-related symptoms than the general population (Kirmayer et al, 2011). Furthermore, refugees present ten times the rate of PTSD, elevated levels of depression, and higher rates of chronic pain and psychosomatic syndrome (Kirmayer et al, 2011; Rohlof et al, 2014; Werkuyten & Nekuee, 1999).
Life in the United States often comes with many additional challenges for refugees. Prior to arrival, they usually have experienced numerous stressors, including religious and political persecution, war, famine, loss of home, death of loved ones, and extensive stays in substandard conditions at refugee camps (Kirmayer et al, 2011; Young & Chan, 2015). Their difficulties often continue after resettlement, as they seek to adjust to a new country with an unfamiliar language, culture, social, and economic system ((Bentley, Thoburn, Stewart, & Boynton, 2012; Kirmayer et al, 2011; Young & Chan, 2015). In addition, refugees sometimes encounter prejudice and discrimination from the native community (Hein, 1995). In the United States this tend to be true of refugees who are visually, culturally, and linguistically different, such as individuals from African or Muslim countries (Kirmayer et al, 2011; Young & Chan, 2015). Furthermore, refugees originating from poor backgrounds face additional acculturation challenges (Kirmayer et al, 2011; Young & Chan, 2015). For these individuals, environmental mastery, employment mismatch, and technological inadequacies make it more difficult for them to achieve their goals. Thus, adjusting to an urban environment, such as major cities in the United States, can create culture shock for refugees. Furthermore, difficulty navigating the health, education, social service, and housing systems (Kirmayer et al, 2011; Young & Chan, 2015) limits access to vital resources, which can result in adverse consequences for refugees. Studies show refugees are more vulnerable to poor health habits, increased morbidity, and decreased life expectancy (Williams & Thompson, 2011).
The trauma refugees experience impact more than their mental health, it disrupts their lives on a psychosocial level as well. Evidence show that refugees’ trauma is usually interrelated and cumulative, affecting their sense of identity, feelings of empowerment, and their ability to find meaning in life (Schweitzer, Melville, Steel, & Lacharez, 2006). Moreover, the extent of exposure to trauma is positively related to the levels of distress in refugees. Steel, Silove, Phan and Bauman (1999) found that refugees who reported exposure to one or more categories of traumatic experiences doubled their risk for mental health issues. Additionally, for those who reported three or more categories of trauma, the risk of psychological distress increased eight-folds
Research also indicates that psychological symptoms generally decrease with time (Goodkind, 2006). However, symptoms can persist for individuals who have experienced more trauma. Thus, refugees who have been resettled a long time are more likely to report feelings of well-being. In contrast, several studies found that trauma in refugee populations sometimes have long-term, secondary effects (Murray, Davidson, & Schweitzer, 2010; Steel et al, 1999). Hence, an individual who seems to be functioning well after resettlement may suddenly regress and develop symptoms of post-traumatic distress while facing the challenges of resettlement.
Theoretical Framework
The theoretical framework that guided this research was King’s (2008) theory of spiritual intelligence. Researchers propose that the construct of spirituality meets the criteria to be considered an intelligence. King and DeCicco (2009) describes spiritual intelligence as “a set of mental capacities which contribute to the awareness, integration, and adaptive application of the nonmaterial and transcendent aspects of one’s existence” (56). King and DeCicco’s theorize that spiritual intelligence is comprised of four key components: Critical Existential Thinking (the ability to critically contemplate the nature of one’s existence); Personal Meaning Production (the ability to construct meaning and purpose in all physical and mental experiences, including identifying and mastering a purpose for one’s existence); Transcendental Awareness (the ability to recognize and find the interconnections between non-material aspects of the self, of others, and of the universe); and Conscious State Expansion (the ability to achieve heightened states of awareness of one’s environmental and cognitive experiences). Proposed outcomes of spiritual intelligence include more profound existential processing, greater production of meaning, enhanced awareness of spiritual self, and improved mastery of spiritual states (King, 2008).
The construct of spiritual intelligence is generally described as being distinct from but related to spirituality. Emmons (2002) theorized that people inherently possess skills and abilities that are spiritual and related to intelligence, and that differences in these skills distinguishes one person from another. Moreover, possessing spiritual intelligence does not require one to be associated with a particular religious or spiritual identity (King, 2008). Although, distinct from spiritual and religious beliefs and practices, it is asserted that spiritual intelligence is enhanced by spiritual experiences (King, 2008; Noble, 2000; Vaughn, 2002). Furthermore, having a higher degree of spiritual intelligence allows for more spiritual experiences. Thus, the development of spiritual intelligence operates in a feedback loop (King, 2008).
Substantial data have demonstrated the adaptive nature of spirituality in improving the outcomes for individuals in a myriad of adverse life events, including cancer (e.g., Visser, Garssen, & Vingerhoets, 2010) and substance abuse (e.g., Blakey, 2016). This has also been found to be true for ethnic and immigrant communities, including refugees, who are coping with adjusting after change and loss (Benson, Sun, Hodge, & Androff, 2011; (Bursztein, Levav, & Levine, 2017; Clarke, 2009; Kamya, 2000). Spiritual intelligence is also considered to promote adaptive problem-solving. King and DeCicco (2009) state that spiritual intelligence may prove to be highly adaptive during times of great adversity, including moments of existential crises when life seems meaningless due to trauma, loss, isolation, or death. In the case of refugees, spiritual intelligence may prove useful as a coping mechanism for dealing with trauma after resettlement. For instance, when faced with life challenges, existential contemplation, constructing new meaning, and increased awareness of one’s transcendent self may aid in finding meaning and making sense of past and present adversities.
Rationale (gap)
Refugees’ experiences expose them to an array of stressors that threaten their psychological well-being. Studies show that the adverse effects of trauma can persist many years after resettlement, subsequently, hindering successful adjustment to a new life and impacting the ability to achieve psychological wellness (Goodkind, 2006; Kirmayer et al, 2011; Young & Chan, 2015). Poor adjustment has been found to intensify psychological problems in refugees, leading to high rates of suicide, behavioral problems, substance abuse, and psychological pathologies.
Aiding people with such varied and complexed levels of trauma, require a multi-faceted treatment program (Williams & Thompson, 2011). Notwithstanding, current refugee research tends to focus on deficit experiences and attendant clinical symptoms (Williams & Thompson, 2011) rather than on personal strengths that facilitate adjustment. Additionally, studies found a lack of culturally appropriate psychological services for socially marginalized groups, such as refugees (Goodkind, 2006; Murray et al, 2010). Hence, there is a need for research that investigates strength-based approaches to overall well-being in refugees.
Although empirical data have found links between psychological well-being and spiritual intelligence, as of date, no such research has examined these variables in refugee populations. It is argued that the adaptive nature of spiritual intelligence may prove to be useful in helping refugees to overcome trauma and improve their psychological well-being.
Research Questions and Hypotheses
This study’s primary purpose was to explore if refugees’ use of spiritual acuity is related to their ability to cope with past and present trauma and achieve psychological well-being. The primary research question and hypothesis which guides this study are:
RQ1. What is the relationship between spiritual intelligence (SI) and psychological well-being (PWB) among refugees living in the United States?
H10a: There is no statistically significant relationship between spiritual intelligence
and psychological well-being in refugees in the United States.
H11a: There is a statistically significant relationship between spiritual intelligence and psychological well-being in refugees in the United States.
Study Design
This quantitative correlational study is aimed at identifying the relationship between spiritual intelligence and psychological well-being in refugees resettled in the United States. The Spiritual Intelligence Self-Report Inventory (SISRI-24; King, 2008), and the Scale of Psychological Well-Being (SPWB: Ryff,1989) will be administered in an online format to investigate this relationship.
Significance of the Study
Understanding how spiritual intelligence influences psychological well-being in refugees is crucial for developing culturally informed interventions and services to improve their quality of life. Research shows that the current method of providing healthcare to refugees and other immigrants are limited (Goodkind, 2006). Language barriers, different cultural beliefs, fear of stigma, hesitancy to seek psychological care outside their social networks, and poverty hinders access to these vital services (Goodkind, 2006).
This study has the potential of providing information that will help mental health professionals, social workers, and refugee service workers better understand how refugees’ personal strengths, and spiritual resources may assist them during the acculturation period, and beyond. Consequently, these professionals will have the knowledge to construct more appropriate interventions and services for multicultural populations. Furthermore, the intention of this study was to contribute to the existing literature on refugees’ resilience.
Method Comment by lori daniels: Begin Part 2 (Method) here
Participants
Participants for this study will be refugees 18 and over who have resettled in the United States (N=100). Refugees in the United States come from a wide variety of countries, including Burma, Bhutan, Bosnia, the Democratic Republic of Conga, Ethiopia, Iraq, Iran, Kurdistan, Liberia, Somalia, and Sudan. As expected, this study will reflect a similar diversity. Participants were also required to speak and read English “well” or “very well”.
Caribbean, South American, and Central American refugees will not be recruited for this study. These exclusions were made to limit possible confounding variables due to the difference in trauma and resettlement experiences between these refugees and the target group of refugees. For instance, Cuban, Haitian, Central and South American refugees usually have very different reasons for escaping their home country and seeking asylum in the United States, and the governmental and immigration policies are different for these refugees (UNHCR, 2018). In addition, refugees excluded from this study often voluntarily migrate to the United States, selecting a country where they already have social ties and job prospects (UNHCR, 2018). Such affordances are typically not available to the refugee communities that were targeted in this research. The target population for this study are generally assigned to their host country via lottery – not by choice (UNHCR, 2018), which makes them less likely to have preexisting ties in terms of community and social support. These dissimilar migration factors and variances in acculturation experiences might differently affect their adjustment in the United States. Hence, the exclusion of certain refugee communities from this current study.
The recruitment process will begin upon receiving approval from Keiser University Institutional Review Board (IRB). Announcements will be posted on various social media platforms (Facebook, WhatsApp, Twitter, LinkedIn, and Messenger) and sent by email to personal contacts and refugee organizations. Requests will made for recruitment flyers to be distributed at refugee organizations, cultural events, cyber cafes, religious institutions, and to the employees and parents of an international school.
In appreciation for their time, all participants who completed the study will have the choice to enter a random drawing for a $100 Amazon gift card. Studies have shown that these types of financial incentives can increase participation without affecting the validity of a study (Dillman, Smyth, & Christian, 2014; Tuten, Bosnjak, & Bandilla, 2000).
Demographic Questionnaire
The demographic questionnaire consists of 9 items designed to capture sample characteristics and determine level of trauma experienced. General demographic and descriptive information includes sex, age, country of origin, religious affiliation, spiritual identity, and number of years resettled in the United States. In addition, participants were asked to report on the length of time they resided in a refugee camp (if any) prior to their entrance in the United States, and the types of traumatic events they have experienced (if any). The list of traumatic events in the demographic questionnaire was based on the most frequent forms of traumatic experiences reported by refugees and asylum seekers in a study conducted by Carswell, Blackburn and Barker (2009) on trauma, post-migration stressors, and psychological well-being in refugees and asylum seekers. Demographic information of the current study was used for descriptive data, to reveal relationships of interest, and to generate questions for future research.
Spiritual Intelligence Self-Report Inventory
The Spiritual Intelligence Self-Report Inventory (SISRI-24), developed by King (2008), measures four dimensions of spiritual intelligence: Critical Existential Thinking (CET: the capacity to engage in existential thinking), Personal Meaning Production (PMP: the capacity to derive meanin
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