What is the most significant effect that high-stress leadership roles have on mental health in adults 35-45 years in Dallas, Texas?

The Proposed Research Question

What is the most significant effect that high-stress leadership roles have on mental health in adults 35-45 years in Dallas, Texas?

BACKGROUND:The study investigates the significance of high-stress leadership roles in driving mental health among leaders in the 35 -45 years range in Dallas, Texas. Identifying the significant effects of high-stress roles on mental health will be useful in formulating strategies to manage such effects and ensure healthy and viable leadership in Dallas. According to Harms et al. (2017), stress plays an important role in the proper functioning of leaders, which is directly related to the stress levels of their followers. Harms et al. further stated that leadership stress influences the leadership’s behavior and leadership relationship with their followers, which may negatively impact organizational performance.

In this research, we can use a mixed method to administer a questionnaire using the Likert Scale to establish what leaders view as the most significant effect on their mental behavior. The Likert Scale allows us to quantify their responses, and then we can add a few open-ended questions to make it a mixed-method research analysis.

Harms, P. D., Crede, M., Tyan, M., Lean, M., and Jeung, W. (2017). Leadership and stress: A meta-analytic review. The Leadership Quarterly, 28 (1), 178-194.

Additional instructions and sample text are highlighted in light grey

4.1 What will happen to me in this study?

Explain in lay terms, typically in chronological order, what will happen to participants during the study. List all research/experimental procedures in this section. The following should always be included, if applicable:

· The location where research activities/procedures will take place

· Description of all research interactions/experimental activities or interventions

· Data collection procedures (surveys, interviews, audio-visual recording, observation, etc.)

· Identification of which procedures are standard and which are experimental

· Randomization procedures

· Linking of data collected or created as part of the research to other information, such as medical records or protected health information, administrative data such as from the U.S. Census or state agencies, or publicly available information

· For projects involving the collection of sensitive information or questions that might be upsetting, include examples of the types of questions asked or describe the sensitive topics involved.

4.2 How much of my time will be needed to take part in this study? Explain as needed, describing time in hours, number of interactions or study visits, and duration of the research. For example, “Participants will be asked to take one survey each month for a period of six months. Each survey is expected to take about one hour.” Be liberal in the estimation of how much time is required and ensure that it is consistent with what you have described in the IRB application. If this is a longitudinal project, tell participants that you may contact them again in the future and provide the interval if known.

4.3 If I decide not to take part in this study, what other options do I have?

For projects that involve an intervention that might improve a condition or disease, describe alternatives to participating in the research. These could include an intervention or treatment available outside the research context. Required only for studies that treat a condition or disease. Delete this section if not applicable.

There may be other ways of treating your condition if you do not want to be in this research study. Check with your health care provider to discuss other options. Delete if this does not apply.

5. INFORMATION ABOUT STUDY RISKS AND BENEFITS

5.1 What risks will I face by taking part in the study? What will the researchers do to protect me against these risks?

Describe the known or expected risks of the study. These may be physical, psychological, legal or informational. Breach of confidentiality (i.e., informational risks) is a potential risk in all research that collects or maintains personally identifiable information and may be the only risk in some studies.

The researchers will try to minimize these risks by [describe what you will do to protect participants against risks.] For example, psychological risks could be mitigated by providing participants with counseling resources.

For projects that involve surveys/interviews/focus groups, include the statement: You do not have to answer any questions you do not want to answer.

For informational risks state: Because this study collects information about you, [one of the risks/the primary risk] of this research is a loss of confidentiality. See Section 8 of this document for more information on how the study team will protect your confidentiality and privacy.

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