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The document discusses the complexities of legal definitions surrounding obscenity, indecency, and child pornography in the context of computer forensics and cyber crime. It outlines relevant Supreme Court cases and legislation, emphasizing the challenges faced by law enforcement due to ambiguous legal standards and the evolution of technology. Additionally, it addresses the balance between First Amendment rights and the need to protect vulnerable populations, particularly children, from harmful content.

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Computer Forensics and Cyber Crime, 3rd ed. Marjie T. Britz Copyright © 2013 by Pearson Education, Inc. All Rights Reserved Learning ObjectivesObtain information concerning the legal perception of indecency and obscenity.Overcome the difficulty in defining child pornography.Learn of the contradictions in the court system on the topic of child pornography.Gain knowledge of legislation that is geared directly toward technology and the Internet.Discuss in full detail the subject of Internet gambling. Computer Forensics and Cyber Crime, 3rd ed. Marjie T. Britz Copyright © 2013 by Pearson Education, Inc. All Rights Reserved Introduction and General PrinciplesProtections against censorship of text and images, including available on a computer, exist in the First Amendment's right of free speech. These protections pose problems; for example:Courts differ on whether material is protected by the First Amendment.Technology-specific criminal legislation has included intentionally vague descriptions of forbidden text and images so that content delivered via emerging technologies will be included in its scope. Computer Forensics and Cyber Crime, 3rd ed. Marjie T. Britz
Copyright © 2013 by Pearson Education, Inc. All Rights Reserved Introduction and General PrinciplesThe US Supreme Court has not ruled on many such problems of law, depriving law enforcement officials and the public of guidance regarding the applicability and appropriateness of such laws. Also, ambiguous public policies do not provide guidance for officers. Computer Forensics and Cyber Crime, 3rd ed. Marjie T. Britz Copyright © 2013 by Pearson Education, Inc. All Rights Reserved Obscenity in GeneralIt is difficult to define what is obscene: “I can’t define it, but I know it when I see it.”Community standards, which matter here, generally vary regarding what is considered obscene.This variation is further confounded by:The existence of a worldwide community, the Internet, when trying to determine what is obscene.The fact that virtual (i.e., not actual) images may be different than real images. Computer Forensics and Cyber Crime, 3rd ed. Marjie T. Britz Copyright © 2013 by Pearson Education, Inc. All Rights Reserved Traditional Notions of Decency Consider historical views regarding decency and obscenity: Regina v. Hicklin (1868): British case trying to determine what was obscene when evaluating the immorality of Catholic priests; ruling was vague, ambiguous
Computer Forensics and Cyber Crime, 3rd ed. Marjie T. Britz Copyright © 2013 by Pearson Education, Inc. All Rights Reserved Traditional Notions of DecencyRoth v. United States (1957): U.S. Supreme Court declared that obscene material was not protected by the First Amendment Court evaluated material from perspective of a "reasonable person," and by applying community standards, but this subsequently proved to be impossible to use Computer Forensics and Cyber Crime, 3rd ed. Marjie T. Britz Copyright © 2013 by Pearson Education, Inc. All Rights Reserved Traditional Notions of DecencyMiller v. California (1973): U.S. Supreme Court came up with a three-prong test to strike a balance of protecting those who would look at material with dangers of censorship:Use the perspective of an average person who is capable of applying community standards.That person would determine whether a work depicts or describes, in a patently offensive way, sexual conduct specifically defined by the applicable state law. As a whole, the material lacks serious literary, artistic, political, or scientific value.Also recognizes different categories of individuals (i.e., children) Computer Forensics and Cyber Crime, 3rd ed. Marjie T. Britz Copyright © 2013 by Pearson Education, Inc. All Rights Reserved
Traditional Notions of DecencyFCC v. Pacifica Foundation: Court ruled that new media of communication must be scrutinized as they develop; different media vary in protection Difference between indecent and obscene speech Indecent speech, even if it does not reach the level of obscenity, cannot be broadcasted (radio, television) during times when children may be presumed to be part of an audience; so, accessibility to children results in reduction of protection Computer Forensics and Cyber Crime, 3rd ed. Marjie T. Britz Copyright © 2013 by Pearson Education, Inc. All Rights Reserved Traditional Notions of DecencySable Communications, Inc. v. FCC; Turner Broadcasting system, Inc. v. FCC Telephone communications and cable TV enjoy heightened levels of protection because they are not as pervasive or accessible, since they require affirmative actions to use and do not reach captive audiences. The court recognized a compelling interest in protecting children, but to censor entire categories of speech is an unacceptable infringement. Computer Forensics and Cyber Crime, 3rd ed. Marjie T. Britz Copyright © 2013 by Pearson Education, Inc. All Rights Reserved Emerging Statutes and the Availability of Obscene Material to Children Telecommunications Reform Act of 1996, aka Communications Decency Act (CDA)
Designed to regulate the previously untamed frontier of cyberspace Criminalized harassment, stalking, annoyance, or abuse of any individual in an electronic medium Criminalized any obscene communication to a minor or the transmission of information that was prima facie, offensive Computer Forensics and Cyber Crime, 3rd ed. Marjie T. Britz Copyright © 2013 by Pearson Education, Inc. All Rights Reserved Emerging Statutes and the Availability of Obscene Material to Children Telecommunications Reform Act of 1996, aka Communications Decency Act (CDA) Struck down for overbreadth, encompassing speech protected by First Amendment and vagueness, failing to define with sufficient clarity what was subject of law Computer Forensics and Cyber Crime, 3rd ed. Marjie T. Britz Copyright © 2013 by Pearson Education, Inc. All Rights Reserved Traditional Attempts to Criminalize Child Pornography Started with enactment of Protection of Children Against Sexual Exploitation Act (1977) Directly tied to principles articulated in Miller, with its three- prong testProhibited depictions without redeeming social valueDid not require scienter (specific level of knowledge) on the part of the violator as to age to secure a conviction; lack of scienter requirement led to ruling of unconstitutionality
Computer Forensics and Cyber Crime, 3rd ed. Marjie T. Britz Copyright © 2013 by Pearson Education, Inc. All Rights Reserved Traditional Attempts to Criminalize Child Pornography Child Protection Act (1984) (CPA) Eliminated obscenity requirement established in Miller Subsequently aimed to expand CPA with enactment of Child Protection Restoration and Penalties Enhancement Act of 1990 Computer Forensics and Cyber Crime, 3rd ed. Marjie T. Britz Copyright © 2013 by Pearson Education, Inc. All Rights Reserved Applying Case Law to Traditional Child Pornography Statutes New York v. Ferber: most important case regarding criminalizing child pornography Bookstore proprietor convicted of selling films depicting young boys masturbatingArgued that a NY statute prohibiting the promotion of sex by children under 16 through distribution was overbroad, censoring protected speech under the First Amendment, because the law also prohibited material on adolescent sex, depicted in a realistic but not otherwise obscene manner, so that it failed the Miller test Computer Forensics and Cyber Crime, 3rd ed. Marjie T. Britz Copyright © 2013 by Pearson Education, Inc. All Rights Reserved Applying Case Law to Traditional Child Pornography StatutesUS Supreme Court ruled that states are granted more
leeway in the regulation of pornographic depictions of children than in the regulation of obscenity because: The use of children as subjects of pornographic materials is harmful to the physiological, emotional, and mental health of the child.The standard of Miller v. California for determining what is legally obscene is not a satisfactory solution to the child pornography problem. Computer Forensics and Cyber Crime, 3rd ed. Marjie T. Britz Copyright © 2013 by Pearson Education, Inc. All Rights Reserved Applying Case Law to Traditional Child Pornography StatutesThe advertising and selling of child porn provide an economic motive for (and are thus an integral part of) the production of such materials, an activity illegal throughout the nation.The value of permitting live performances and photographic reproductions of children engaged in lewd exhibitions is exceedingly modest, if not "de minimus." Computer Forensics and Cyber Crime, 3rd ed. Marjie T. Britz Copyright © 2013 by Pearson Education, Inc. All Rights Reserved Applying Case Law to Traditional Child Pornography StatutesRecognizing and classifying child porn as a category of material outside the First Amendment’s protection is not incompatible with this Court’s decisions dealing with what speech is unprotected. When a definable class of material, such as that covered by the NY statute, bears so heavily and
pervasively on the welfare of children engaged in its production, the balance of competing interests is clearly struck, and it is permissible to consider these materials as without the First Amendment’s protection. Computer Forensics and Cyber Crime, 3rd ed. Marjie T. Britz Copyright © 2013 by Pearson Education, Inc. All Rights Reserved Applying Case Law to Traditional Child Pornography StatutesWhat makes this opinion unique:Court relied on statistics, opinions from various sources (i.e., scholars, practitioners, etc.) Blanket prohibition of all child pornography Stated that any literary, artistic, political, scientific value of child porn does not ameliorate potential harm to childrenDid not specifically address issue of scienter Computer Forensics and Cyber Crime, 3rd ed. Marjie T. Britz Copyright © 2013 by Pearson Education, Inc. All Rights Reserved Applying Case Law to Traditional Child Pornography Statutes Osborne v. Ohio Specifically defines scienter, here, as involving at least a degree of recklessnessUpheld the standards originally established in FerberUpheld an Ohio statute which prohibited the possession and viewing of child porn
Computer Forensics and Cyber Crime, 3rd ed. Marjie T. Britz Copyright © 2013 by Pearson Education, Inc. All Rights Reserved Applying Case Law to Traditional Child Pornography StatutesUpheld the notion of the generalized victim, noting that the market for child pornography must be destroyed, because child porn continues to build demand for creation of more child pornographyReiterated the potential for harm to all children Computer Forensics and Cyber Crime, 3rd ed. Marjie T. Britz Copyright © 2013 by Pearson Education, Inc. All Rights Reserved Technology-Specific Legislation – Contention in the Courts Child Pornography Prevention Act (CPPA)Intended to criminalize virtual child pornography on the grounds that it increases child molestation and pedophilia, regardless of whether an actual child is used to generate itExpansion of the CPADid the Ferber and Osborne decisions demonstrate compelling state interest to protect all children, and not only those used in production of child pornography? Computer Forensics and Cyber Crime, 3rd ed. Marjie T. Britz Copyright © 2013 by Pearson Education, Inc. All Rights Reserved Technology-Specific Legislation – Contention in the CourtsDid virtual child pornography stimulate child molesters, increasing their dangerousness?Struck down by the Court in Ashcroft v. Free Speech Coalition
Computer Forensics and Cyber Crime, 3rd ed. Marjie T. Britz Copyright © 2013 by Pearson Education, Inc. All Rights Reserved Technology-Specific Legislation – Contention in the Courts Ashcroft v. Free Speech CoalitionU.S. Supreme Court invalidates CPPA, that the threat of injury to children is not enough to suppress protected speechIf upheld, it was overbroad, and would criminalize work such as Shakespeare’sOmitted link between prohibition and affront to community standardsSo, virtual pornography is protected since there has to be proof of identity, that the images are real and not computer generated Computer Forensics and Cyber Crime, 3rd ed. Marjie T. Britz Copyright © 2013 by Pearson Education, Inc. All Rights Reserved Technology-Specific Legislation – Contention in the Courts Prosecutorial Remedies and Other Tools to End the Exploitation of Children Today Act (PROTECT) Enacted in wake of AshcroftMade illegal virtual images "indistinguishable from" that of actual child pornography Effectively incorporated Miller test for obscenityAlso incorporated provisions from Truth in Domain Names Act, regarding innocent-sounding names used for tricking children into seeing obscene material Computer Forensics and Cyber Crime, 3rd ed. Marjie T. Britz Copyright © 2013 by Pearson Education, Inc. All Rights Reserved
Technology-Specific Legislation – Contention in the Courts U.S. v. Williams Upheld efforts by PROTECT Act to address weaknesses in the CPPA Computer Forensics and Cyber Crime, 3rd ed. Marjie T. Britz Copyright © 2013 by Pearson Education, Inc. All Rights Reserved Internet Gambling Old Wire Act of 1961 language not enough to respond to dramatic increase in online sports betting and bookmaking activitiesUnlawful Internet Gambling Enforcement Act of 2006 (UIGEA) aimed to regulate payment systems, lifeblood of gambling activities Computer Forensics and Cyber Crime, 3rd ed. Marjie T. Britz Copyright © 2013 by Pearson Education, Inc. All Rights Reserved Case Law on Internet Gaming StatutesCentral Hudson Gas and Electric v. Public Service Commission of New York produced a four-prong test regarding commercial speech, which applied to Internet gaming:Is the commercial speech concerning lawful activity and not misleading?Is the government’s interest in restricting the speech in question substantial?Does the regulation directly advance the governmental interest asserted?Is the prohibition more extensive than is necessary to serve that interest?
Computer Forensics and Cyber Crime, 3rd ed. Marjie T. Britz Copyright © 2013 by Pearson Education, Inc. All Rights Reserved Case Law on Internet Gaming StatutesPosadas de Puerto Rico Associates v. Tourism Co. of Puerto Rico The court used Central Hudson Gas and Electric’s four-prong test by recognizing government's interest in protecting residents from the harmful effects of excessive gambling Computer Forensics and Cyber Crime, 3rd ed. Marjie T. Britz Copyright © 2013 by Pearson Education, Inc. All Rights Reserved Internet Gambling44 Liquormart, Inc. v. Rhode Island suggested a skepticism from the U.S. Supreme Court about a state's interest in protecting citizens, when it came to First Amendment protections Lack of international cooperation and the WTO Computer Forensics and Cyber Crime, 3rd ed. Marjie T. Britz Copyright © 2013 by Pearson Education, Inc. All Rights Reserved Internet Gambling Regarding international, online gaming: Online casino gambling flourishes, appealing to U.S. citizensComplaint about U.S. laws, when presented to the WTO, apparently limits them to their original scope, so would not
apply beyond those original circumstances/situations Computer Forensics and Cyber Crime, 3rd ed. Marjie T. Britz Copyright © 2013 by Pearson Education, Inc. All Rights Reserved Future Issues and ConclusionsTension between providing for free flow of information, protected by First Amendment, and compelling interest to protect childrenHowever, questions remain about protections and technologically-generated or technologically-altered images 5/15/2020 Draft CHAPTER 2. LITERATURE REVIEW Scoring Guide https://courseroomc.capella.edu/bbcswebdav/institution/PSY- FP/PSY- FP5201/191000/Scoring_Guides/a02_scoring_guide.html 1/2 Draft CHAPTER 2. LITERATURE REVIEW Scoring Guide CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED Describe an area of research. Does not describe an area of research.
Identifies, but does not describe an area of research. Describes an area of research. Describes an area of research and justifies the choice. Describe the significance of the chosen topic. Does not describe the significance of the chosen topic. Identifies, but does not describe the significance of the chosen topic. Describes the significance of the chosen topic. Describes the significance of the chosen
topic and supports statements with the literature. Explains and justifies the implications of the new knowledge for stakeholders (for example, members of the community, individuals, and professionals that serve the population.) Summarize sources applicable to the theoretical background of the chosen topic. Does not summarize sources applicable to the theoretical background of chosen topic. Cites, but does not summarize sources applicable to the theoretical background of chosen topic. Summarizes sources applicable to the theoretical background
of chosen topic. Summarizes sources applicable to the theoretical background of chosen topic. Connects common themes and discusses counter opinions. Considers theory in light of seminal works by theorists. Summarizes sources applicable to the history of the chosen topic. Does not summarize sources applicable to the history of the chosen topic. Cites, but does not summarize sources applicable to the history of the chosen topic. Summarizes sources applicable to the history of the chosen topic.
Summarizes sources applicable to the history of the chosen topic.Sheds light on the historical context and dominant themes in the evolution of the topic; connects common themes and discusses counter opinions. Summarize sources applicable to the best practices for engaging in research. Does not summarize sources applicable to the best practices for engaging in research. Cites, but does not summarize sources applicable to the best practices for engaging in research. Summarizes sources applicable to the best practices for
engaging in research. Summarizes sources applicable to the best practices for engaging in research. Connects common themes and discusses counter opinions. Describes data collection strategies, research procedures, and approaches for conducting and reporting research. Summarize sources that add significance and relevance to the knowledge base of psychology. Does not summarize sources that add significance and relevance to the knowledge base of psychology. Cites, but does not summarize sources that add significance and relevance to the knowledge base of psychology.
Summarizes sources that add significance and relevance to the knowledge base of psychology. Summarizes sources that add significance and relevance to the knowledge base of psychology. Connects common themes and applies the relevance and significance to real work examples in the field. Indicates how the chosen sources help investigators identify topics that are well understood and other topics that represent gaps in the knowledge base and the need for further study. Creates scenario that illustrates the need for new research. 5/15/2020 Draft CHAPTER 2. LITERATURE REVIEW Scoring Guide https://courseroomc.capella.edu/bbcswebdav/institution/PSY- FP/PSY- FP5201/191000/Scoring_Guides/a02_scoring_guide.html 2/2 CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Identify practices and research guidelines that address respect for individual differences and diversity. Does not identify practices and research guidelines that address respect for individual differences and diversity. Identifies practices and research guidelines that address respect for individual differences and diversity, but the connection to respect for individual differences and diversity is unclear. Identifies practices
and research guidelines that address respect for individual differences and diversity. Identifies practices and research guidelines that address respect for individual differences and diversity. Addresses individual variation and diversity within and across groups. Adhere to APA style and formatting guidelines; writing is concise and well organized. Does not adhere to APA style and formatting guidelines; writing is concise and well organized. Adheres to APA style and formatting guidelines
inconsistently; writing is frequently not concise or well organized. Adheres to APA style and formatting guidelines; writing is concise and well organized. Adheres to APA style and formatting guidelines; writing is concise and well organized in a way that enhances the message and supporting points; writing reflects the quality and expertise expected for academic work. OVERVIEW Synthesize conceptual information pertinent to the research question; this is information that you extract from the articles selected for this review. Submit a draft literature review. Note: Developing a research proposal requires specific steps that need to be executed in a sequence. The assessments in this course are presented in sequence and must be completed in order. You may only turn in one assessment at a time. Subsequent submissions should include highlighted changes. Literature Review A literature review is a classification and evaluation of what
scholars and researchers have written on a topic, organized according to a guiding concept, application, or practice, such as the topic that you have selected to develop your Integrative Project (Research Proposal): Chapters 1–5. Your objective is to demonstrate your ability to recognize significant and integral information, to synthesize and evaluate that information, and to provide a description, summary, and critical evaluation of each work. The purpose is to offer an overview of significant literature published on your topic. The process of finding, reviewing, synthesizing, and writing the literature review provides greater definition to the theoretical framework and gives you a strong foundation from which to work when developing your actual application or intervention. Your Literature Review (CHAPTER 2) should include a conceptually organized synthesis of the results of the review that clearly delineates what is known, what is not known, and what is controversial regarding your topic or area of practice. The process will also give you a strong foundation from which to work when developing your methodology in CHAPTER 3. It may be helpful to use the following questions as you review the literature: · What findings are pertinent to your specific issue? · Are the concepts key to the research as you prepare the Literature Review? Analyze the relationships among the related studies instead of presenting a series of seemingly unrelated abstracts or annotations. "The introduction should motivate the study. The reader should understand why the problem should be researched and why the study represents a contribution to existing knowledge" The study should be motivated by its scientific importance. By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: · Competency 1: Determine the scientific merit of the professional literature. Evaluate sources applicable to the
history of the chosen topic. . Summarize sources applicable to the theoretical background of chosen topic. . Summarize sources applicable to the history of the chosen topic. . Summarize sources applicable to the best practices for engaging in research. . Summarize sources that add significance and relevance to the knowledge base of psychology. · Competency 2: Apply theoretical and research findings from the discipline of psychology to professional and academic activities. . Describe an area of research. · Competency 4: Embrace, respect, and respond to individual differences and diversity in the practice of psychology. . Identify practices and research guidelines that address respect for individual differences and diversity. · Competency 5: Communicate psychological concepts effectively using the professional standards of the discipline. . Describe the significance of the chosen topic. · Competency 6: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the psychological profession. . Adhere to APA style and formatting guidelines; writing is concise and well organized. APA Resources Because this is a psychology course, you must format this assessment according to APA guidelines, since it is the writing style of the profession. Use the following resources to guide your work. Additional resources about APA can be found in the Research Resources in the left navigation menu of your courseroom. · American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author. . Chapter 7, "Reference Examples."
. Chapter 6, "Crediting Sources."Required Resources The following resources are required to complete the assessment. · Qualitative Integrative Project Template [DOCX]. · Quantitative Integrative Project Template [DOCX]. Suggested Resources The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. Project Guide · PSY-FP5201 – Integrative Project for Master's Degree in Psychology Library Guide. Drafting a Literature Review · Literature Review Process. · Locating Common Themes in a Literature Review. · Purdue Online Writing Lab. (n.d.). Literature reviews. Retrieved from https://owl.purdue.edu/owl/teacher_and_tutor_resources/teachin g_resources/writing_workshops_for_graduate_students/graduate _writing_workshops_literature_reviews.html · Center for Research Quality. (2015). Literature reviews: Common errors made when conducting a literature review [Video]. | Transcript. Retrieved from https://www.youtube.com/watch?v=NiDHOr3NHRA Writing Resources The resources listed below are relevant to the topics and assessments in this course and are not required unless noted otherwise. · Bui, Y. N. (2014). How to write a master's thesis (2nd ed.). Thousand Oaks, CA: Sage Publishing. · Galvan, J. L., & Galvan, M. C. (2017). Writing literature reviews: A guide for students of the social and behavioral sciences (7th ed.). New York, NY: Routledge. . Chapter 4, "General Guidelines for Analyzing Literature."
. Chapter 8, "Synthesizing Literature Prior to Writing a Review." . Chapter 9, "Guidelines for Writing a First Draft." . Chapter 10, "Guidelines for Writing a Coherent Essay." · Use the free Smarthinking tutoring service to receive feedback on your writing. Assessment InstructionsPreparation For this assessment, you will submit the current draft of your literature review for feedback and grading. Do not organize the paper by referencing each article in order one by one. Your task is to synthesize conceptual information pertinent to the research question; this is the information that you extract from the articles selected and thematically review and summarize. Plan to identify articles and research that: · Describe an area of research. . Describe the area of research chosen and justify the choice. · Summarize sources applicable to the theoretical background of the chosen topic. . Provide information about theoretical underpinnings such as empirical or behavioral or constructivist and humanistic orientations of the literature reviewed. · Summarize sources applicable to the history of the chosen topic. . Shed light on the historical context and dominant themes in the evolution of the topic; connect common themes and discuss counter opinions. · Summarize sources applicable to best practices for engaging in research. . Describe data collection strategies, research procedures, and approaches for conducting and reporting research. · Summarize sources that add significance and relevance to the knowledge base of psychology.
. Indicate how the chosen sources help investigators identify topics that are well understood and other topics that represent gaps in the knowledge base and the need for further study. . Create a scenario that illustrates the need for new research. · Identify practices and research guidelines that address respect for individual differences and diversity. . Address individual variation and diversity within and across groups. · Organize and summarize sources thematically. Your task is to present current considerations important to investigators and to indicate ramifications for stakeholders that rely on the current knowledge base. Use illustrative examples to explain and highlight key concepts. Good reviewers share with their audience evidence-based assessments of the current state of knowledge. This assessment is one component of the integrative project. It is expected that you will continue to refine this literature review before submitting the final project. Walkthrough: You may view the following walkthrough video to help you complete the Draft Chapter 2 Literature Review assessment: · Draft Chapter 2 Literature Review Walkthrough.Instructions Use the appropriate template (qualitative or quantitative) to complete this assessment. You are required to use the entire template each time you submit your assessment, but only the sections identified in the assessment instructions will be graded for that submission. Anticipate multiple revisions of each chapter. Please note: It is important to keep in mind that paragraphs are not comprised of two sentences and paragraphs should be indented. Additionally, refrain from quoting unless paraphrasing disrupts the integrity of the original quote. If direct quotation is used, it should be in the proper APA format.Additional Requirements · Font and spacing: Times New Roman, 12-point font, double- spaced pages.
· Style and format: Follow the current APA guidelines for style and format. Running head: ABBREVIATED TITLE OF YOUR PAPER 1 ABBREVIATED TITLE OF YOUR PAPER 2Full Title of Your PaperNameCapella UniversityAbstract Leave this blank until Chapter 4. It is necessary to complete the abstract after the entire project has been developed. The abstract contains an abbreviated overview of the entire project. This overview will reference the following elements of the project: The Research Question_________________________________ The Research Problem: _____________________________________ The Significance of the Study: _______________________________ Theory or theories that apply to the concepts associated with the RQ: ________________ A Narrative describing the qualitative approach planned, implications for stakeholders, significance to the scientific community, and a description of expected results. The abstract is one concise paragraph. Keywords: [Add keywords here.] Table of Contents CHAPTER 1. INTRODUCTION 1 Background of the Study 1 Statement of the Problem 1 Purpose of the Study 1 Significance of the Study 1
Research Question 1 Definition of Terms 1 Research Design 1 Summary 1 CHAPTER 2. LITERATURE REVIEW 1 Theoretical Orientation for the Study 1 Review of the Literature 1 Synthesis of the Research Findings 1 Critique of Previous Research Methods 1 Summary 1 CHAPTER 3. METHODOLOGY 1 Purpose of the Study 1 Research Question 1 Target Population 1 Recruitment Strategy 1 Sampling Design (purposive for qualitative) 1 Procedure 1 Analysis 1 Ethical Considerations 1 CHAPTER 4. EXPECTED FINDINGS/RESULTS 1 CHAPTER 5. DISCUSSION 1 Implications 1 Methodological Strengths and Weaknesses 1 Suggestions for Future Research 1 CHAPTER 1. INTRODUCTION The debate on whether reading moral stories build characters has been an incessant one. This is the question that will be answered in this paper. The purpose of this paper is the study the above-mentioned claims. This paper involves the use of qualitative research methods. Multiple forms of data will be gathered (Narvaez, 2001). There exists a long-standing assumption that children raise their moral literacy level through the consuming content that are moral in nature is highly questionable in light of what is currently known concerning all the relevant fields, moral comprehension plus text
comprehension. The assumption pushed concerning traditional character educators that children curate their moral literacy from hearing and reading moral stories is challenged by several research findings. Firstly, research regarding text comprehension shows that readers do not necessarily process texts the same way because of differences in reading skill as well as background knowledge. Moreover, moral comprehension research shows that moral arguments are processed in a different manner due to differences in moral schema development. Additionally, moral texts that are provided with moral reasoning are understood and modified in a different manner by readers who possess varying moral schemas. Lastly, children do not derive the same moral story themes that were intended by the writer. However, before delving into the relevant research one must first examining what the traditional character educators said about this topic. This is covered below (Nash, 1997). Background of the Study What do we know so far about the area of the literature that you reviewed? Character education as an independent area of research emanated from early studies carried out in the 1960s. It was spurred by repeated incidences of bullying and violence in schools (Bellous, 2009). The proposal into the study of character education led to the in-depth analysis of how character can be developed through different means. The late 1980s showed a development of the programs that were initiated to ensure character development. In the 21st century, states as well as district schools have implemented character building curriculums in their studies. The world has experienced a degradation of character over the past years (Bohlin, 2005). The extents of the degradation in youths have led to demands of three fundamental aspects in relation to character development. Firstly, human beings need good character, secondly, schools are the appropriate surroundings where character education can take place and
lastly, construction of ethics in the society is dependent on the actualization of character education. For some morality ministers, interest in character education is pushed by a general perception that cultural values are decreasing in society and youth disorders are on the rise. Robert Nash even branded traditional character education advocates as declinists. According to his view, America is on its way to a catastrophe of grand proportions if nothing is done to modify the erosion of the country’s fundamental values. According to supporters of traditional character education, the consumption of virtue stories is one of the crucial pillars of moral education. These advocates contend that visibility and exposure to virtue stories possesses a formative impact on one’s moral character. Nash (1997) elaborates how declinists point out the importance of inspiring books and virtuous stories due t the fact that these texts contain the aspirations and motivations of moral heroes who are plagued with a wide array of moral conflicts. When children read these texts, they begin to learn and understand traditional moral values. This in turn leads them to latch onto these heroes and start to emulate them (Narvaez, 2001). What do you think we need to know to advance the knowledge base? Modern research has basically disconfirmed the theory of the passive reader. Readers have actually been discovered to be active learners. They tend to use their prior knowledge to allow for the strategic construction of meaning from a text. Simply put, whenever a child reads and recalls text, he/she will try to devise a coherent understanding of the text through the integration of text information with prior knowledge about the environment/world (Gill, 2009). Reading theorists have contended that schemas which are basically generalized knowledge structures that are relevant to the discourse lead the construction of the mental form of the text when one is reading. A good example of this is when someone reads the following text, “Owen looked both ways before he crossed the road”. In order for one to understand this text, the reader has to first infer
several things from the common knowledge about the real world. These inferences begin with the fact that cars are driven on roads; Owen is crossing a road that has traffic on both sides; there is a high likelihood that Owen is walking; cars can be hazardous to pedestrians; Owen is crossing the road in order to get to the other side, among other types of inferences. If one did not possess such knowledge of the world then it would be hard to understand them passage and it would be even more difficult to imagine what was taking place. The set of inferences that are taken from world knowledge can be linked in the reader’s mind through a schema or an overall knowledge structure that represents “crossing a road.” The schema is activated by a stimulus configuration that is similar to previous stimuli or one’s own personal experiences (Bebeau, Rest, & Narvaez, 1999). How will this new knowledge serve the stakeholders (scientists, care providers, families, patients, institutions) that may in turn be served by implementation of new developments? Stakeholders should take into account all the points that have been made with the new research and relinquish their simplistic understanding concerning the reading of moral stories to build character. In addition to this, they should also reconsider their view concerning character itself as a collection of traits to be nurtured and developed. Such a way of viewing things does not match with the current conceptualizations that personality has or the new approaches to character education. The stakeholders have to attend to the following points: · Themes can be made up by the reader but not in an easy or automatic manner. · Active reading is a given. · Reader acquire different types of information from a text based on their specific background e.g. expertise. · Readers do not technically understand the information or message in the way the author intended it to be perceived. · Moral messages are a specific kind of theme that the reader put together. They are influenced by one’s reading skills as well
as their moral development. Statement of the Problem Identify the gap in research or the need for additional research in your area. The research done on the character development as a result of reading has been an extensive one. The relationships of handling the problems related to issues of character have been fundamentally expounded in the research. Current existing research has affirmed the premise that reading moral stories does develop characters. However, there still remains a gap in the explanation of how specific character traits can be developed from reading (Almerico, 2014). Much is unknown concerning how students derive specific themes, such as honesty and integrity from reading moral stories. Additionally, how the implement them in their daily live and whether they succeed or fail is significantly a major hiatus in the research. Researchers have to examine the specific elements that are required for the extraction of the moral theme and the manner in which student use can be facilitated. If armed with such knowledge then they will be able to study whether or not moral theme extraction is a matter that can be taught (Lickona, 2004). Purpose of the Study The late 1980s saw two researchers Kohlberg and Erikson delving into the study of the adolescent mind as well as the need of such a mind to function in the society (Bohlin, 2005). The character development programs that were later developed were inspired by the results of these studies which did not focus on specificity (Bellous, 2009). The result of this was that the programs were intended to address general character development and therefore, could not be used in aligning with the specific character development. Reading is one of the ways through which individuals gain knowledge. While it has been established that reading of moral stories can help in the development of character, the detachment of the specific character trait as a theme from the moral stories
is a problem (Almerico, 2014). This problem deserves new research since researchers and traditional characters educators do not know how to make sure that children end up with the proper moral message of the stories they read. An inconsistency pushed by traditional educators on this matter needs to be resolved (Seefeldt, 2013). These individuals are able to advocate for teaching character and even emphasize its crucial characteristics but they are quiet on how it can be properly taught (Froh & Bono, 2014). There is an assumption that if readers are exposed to morality by way of an inspiring book then they will latch onto the concept off contact alone. While further research has evidenced the fact that reading moral stories develops moral character, there is little research which addresses the issue of moral comprehension, text comprehension and knowledge of relevant fields. The research existing with regard to the comprehension of texts proves that not everyone will understand a text in a similar manner. The differences arise because of the skill of interpretation as well as the background knowledge. For example, not every child will retain knowledge and make connecting inferences from the story they have read. Additionally, moral comprehension argues that the development of morals is understood with much reference to the development of moral representations. Therefore, what one person may construe to be morally upright, another person will construe it to be wrong. The research to answer the question of effect of reading on the established moral schemas is not sufficient. Declinists of the theory have also pushed forward the assumptions which are used by the proponents of the theory and which are not substantially proven by the research. Some of these assumptions include the fact that reading tends to be passive, that every reader will get similar information from the text, that every information intended to be received by the author will be gotten by each individual, as well as themes present in the text are easily accessible to the reader. Research asserting these assumptions are still inexistent or insufficient in augmenting the premise of the proponents of the theory that
reading moral character builds morals. Significance of the Study This study will be instrumental in the development of different types of moral development stages. It is prudent to note that research has proven that while reading is one way of teaching character development, it is not efficient as it limited by the retention capabilities of the students (Almerico, 2014). Understanding theme extraction does not encompass only how themes are lifted from moral stories but also entails how they aligned with the life of the individual. This will significantly influence the relevant stakeholders to come up with stages that aim to ensure that the students achieve character development gradually. The results of this study promise to advance the scientific knowledge base demystifying theme extraction. This is matter of particular difficulty for children and strategies that will help children learn to generalize from a story need to be examined. Researchers are still unaware of what happens at the most fundamental levels. The elements that are used by a reader to generalize a lesson are still not fully known (Bebeau, Rest, & Narvaez, 1999). This study will also be instrumental in establishing the role of moral sensitivity and reasoning. Addressing these major themes will be answering the question of what can be done as well as the question of what if with regard to the question. Another area where this study will be significant will be moral motivation since this study shall focus on the personal identity of subjects and how such identities affect moral extraction. The main question with regard to this theme will be the personal conviction that led to the choice of the specific choice or action. Deductively, this study will be significant in establishing in- depth research in moral extraction, moral sensitivity and reasoning as well as moral motivation and their relationship to the research question. Research Question The research question, “Does the reading of moral stories build
character?” is a qualitative question. Research has shown that children do not necessarily comprehend the theme of a story as it was intended by the author. Although a large number of children can generate and even select a theme after being prompted; the choice is often wrong according to the author perspective or an adult’s. This begs the questions, “What sort of themes do children come up with/generate?”. Definition of Terms Readers are not passive adaptors or assimilators of textual data. Rather, they are actively constructing meaning through the application of their prior knowledge to the context of the text. As a result of constructive and active, reader do not leave with the same mental representation when they have read a text. There exists no good reason to suppose that children will take away the intended meaning from reading a story. Instead, it is highly likely that children will devise the meaning of story based on prior knowledge. This leads one to question whether or not moral development research has any contributions to this matter (Narvaez, 2001). Reader- A person who reads or who is fond of reading (Lewis, 2005); Passive Adaptors- A person who while reading, does not take keen notice of the writings and the deep meaning associated with the same ( Helterbran, 2009). Assimilators- A person, and especially a child, who takes up knowledge ( Helterbran, 2009). Constructive Reading- This is reading while being cognizant of the intended meaning of the author (Lewis, 2005). Morals- the intentions and decisions of a person that influences the actions of the person and which is derived from a sense that may be either good or bad ( Helterbran, 2009). Moral Development- This is the growth in the moral principles as held by an individual ( Helterbran, 2009). Research Design The research will be a qualitative research. Findings will be collected through a variety of ways or methods. Subjects of
the study shall be selected from a select group of individuals with the ability to read. Content analysis will be used for analysis purposes to look at how the words and images are used. Additionally, the context in which these things are used to draw inferences concerning the underlying culture. In-depth interviews and focus groups will also be used too. All these methods will be used in accordance with the APA code of ethics. Notably, confidentiality is paramount and so is informed consent. The researcher will choose the qualitative research because it will be more elaborative of the probability of character building as a result of reading moral stories. Additionally, data from the research will be instrumental when referring to previous data on the same. The researcher while using the qualitative research will utilize the grounded theory research design. This design is chosen so as to divert away from the conventional research existing on the development of character from reading and ensure a clear understanding of the process to be able to come up with a better explanation to the same. As it has already been established, many researchers have affirmed the fact that readers do develop character from reading stories. This theory shall, therefore, use the existing knowledge on moral development to understand the concept behind moral development while trying to find logical explanations of the assumptions used by the proponents of the theory. Summary The purpose of this paper is to study the claims made by traditional educators concerning this matter. The assumption that children grow their moral literacy through the reading of moral stories is highly questionable in light of what is already known concerning all of the relevant fields plus text and moral comprehension. CHAPTER 2. LITERATURE REVIEW Note, this is typically the entry point for beginning the project. It is important to understand that the project is iterative. You
will work on, change and refine all elements of the project. You will begin by understanding and synthesizing what is known so far in the Literature Review, (Chapter 2). Theoretical Orientation for the Study The Literature Review provides detailed information about theory that applies to the research topic, theory that applies to the research method, population(s) studied and key concepts under review. Seminal and current sources are analyzed and evaluated thematically. The research problem is identified. Review of the Literature It is essential that the literature review be organized with reference to themes identified in articles that you have read. It is not acceptable to organize the literature review article by article or one article at a time. You need to include 5 or more current research articles for your literature review and review the research design, the research question, the research hypothesis, the sample demographics, the methodology and what instruments were given and how, the data collection and process, the data analysis procedures and the findings, the best practices and guidelines related to diversity and ethical issues. This is not an annotated bibliography. Synthesis of the Research Findings Synthesize the research reviewed in the review of the literature section. Critique of Previous Research Methods Critique the research reviewed in the review of the literature section. Summary Add a brief summary CHAPTER 3. METHODOLOGY Purpose of the Study The introductory paragraph addresses the research problem or proposes to fill the gap in the literature. It includes the purpose of the proposed research and presents formally the Research
Question. The purpose is to answer the research question. State your Research Question in the form of a question in the introductory paragraph for Chapter 3. As you prepare this section of this chapter review the characteristics of Qualitative Research Questions: 1. Qualitative Research questions ask for description and interpretation of phenomena through the identification of socially constructed themes and categories. 2. Qualitative questions address concepts associated with thoughts, feelings, and actions that are not necessarily accessible with empirical methods of measurement. 3. Qualitative data take the form of stories, narratives and observations. 4. Qualitative questions identify the target population and phenomena under consideration. 5. Qualitative questions do not test empirically measured data. Research Question Conclude the introductory paragraph to Chapter 3, by writing out the Research Question. Add your constructs. Target Population As you describe the target population you will include: Information about the number of participants. Information about inclusion and exclusion criteria; describe how you decide who can participate in the study and who cannot. Recruitment strategy Sampling design (purposive for qualitative) Procedure As you describe the procedures you will include: Information about materials used for data collection. Information about the location where data collection takes place Information about the time required for data collection Information about the instruments used to collect data. Instruments used vary widely and can include audio and video recording equipment, pen and paper, interventions, observation journals, member-checking documents and so on, depending on
the requirements indicated in the research question. Information about the order of steps taken to obtain data. Information about how data will be recorded and transferred into a transcript or documents, audio or video, ready for analysis. When using an interview guide or observation check sheet that is also included. Analysis Analysis describes strategies for analyzing the narratives offered by participants. Once the data has been transcribed into a format for interpretation, typically “words on the page”, and then it can be interpreted. Analysis uses strategies that interpret meaning components from words, phrases and narratives into interpreted conceptual descriptions across transcripts.Ethical Considerations The APA Code of Ethics that apply to your study and research design should be addressed, including both APA standard and principles. CHAPTER 4. EXPECTED FINDINGS/RESULTS For the expected findings/results, use the literature reviewed in Chapter 2 To anticipate findings that are likely to result from the collection and interpretation of data. Note: that some results that are not expected are possible and should be addressed in this chapter. CHAPTER 5. DISCUSSION Implications Implications of the potential results are discussed, implications for wide range of potential stakeholders is addressed, significance to the scientific community and the potential to address the research problem is discussed, limitations of the study are addressed, and suggestions for future research are
offered. Methodological Strengths and Weaknesses Suggestions for Future Research The suggestions for future research should close the gap on the methodological limitations. References Almerico, G. M. (2014). Building Character through Literacy with Children's Literature. Research in Higher Education Journal, 26. Bebeau, M. J., Rest, J. R., & Narvaez, D. (1999). Beyond the Promise: A Perspective on Research in Moral Education. Educational Researcher. Bellous, J. E. (2009). J. Russell, how children become moral selves: Building character and promoting citizenship in education. Studies in Philosophy and Education, 28(2), 189-192. Bohlin, K. (2005). Teaching character education through literature: Awakening the moral imagination in secondary classrooms. Routledge. Froh, J., & Bono, G. (2014). Making grateful kids: The science of building character. Templeton Foundation Press. Gill, D. W. (2009). Becoming Good: Building Moral Character. Intervarsity Press. Helterbran, V. R. (2009). Linking character education and global understanding through children's picture books. Kappa Delta Pi Record, 45(2), 69-73. Lewis, B. A. (2005). What do you stand for? For teens: A guide to building character. Free Spirit Publishing. Lickona, T. (2004). Character Matters: How to Help Our Children Develop Good Judgement, Integrity and Other Essential Virtues. Simon and Schuster. Narvaez, D. (2001). Individual Differences That Influence Reading Comprehension. Reading Comprehension Instruction,
158-175. Nash, R. (1997). Answering the Virtuecrats: A Moral Conversation on Character Education. Teachers College Press. Seefeldt, A. (2013). Books Building Character. Running head: AUTISM SPECTRUM DISORDER: DIAGNOSES AND SYMPTOMS 1 AUTISM SPECTRUM DISORDER: DIAGNOSES AND SYMPTOMS MANAGEMENT 13 Autism Spectrum Disorder: Diagnoses and Symptoms
ManagementRaCapella University Capstone April 2020Abstract Do Latino Children that get diagnosed for Autism Spectrum Disorder (ASD) early between 18 to 24 months manage symptoms better than Latino children who are diagnosed late after 24 months? This is the bases for the research study. The significance of the study is that it will examine cases of Latino children not only in the United States, but in Venezuela as well. This data can be used to review diagnoses and determine if being diagnosed early with ASD leads to better symptoms management. Autism Spectrum Disorder is guided by cognitive and social psychological theories. These frameworks are empirically supported behavioral orientations. Prospective participants will be identified through community outreach efforts, and partnerships with clinics and autism network partners. The scientific community will benefit from the research, as data related to the late diagnoses will be shared with necessary stakeholders. Keywords: Autism Spectrum disorder, early diagnoses, late diagnoses, Latino children
Table of Contents CHAPTER 1. INTRODUCTION…………………………………………………… ………. 5 Background of the Problem ..6 Statement of the Problem 8 Purpose of the Study 9 Significance of the Study 10 Research Questions 10 Definition of Terms 11 Research Design 11 Summary 12 CHAPTER 2. LITERATURE REVIEW…………………………………………………..…13 Theoretical Orientation for the Study 13 Review of the Literature 14 Synthesis of the Research Findings 18 Critique of Previous Research Methods 20 Summary 21 CHAPTER 3. METHODOLOGY…………………………………………………… ………22 Purpose of the Study 22 Research Question and Hypotheses 22 Research Design 23 Target Population and Sample 23 Procedures 25 Ethical Considerations 27 CHAPTER 4. EXPECTED FINDINGS/RESULTS…………………………………………29 CHAPTER 5. DISCUSSION………………………………………………………… ……...32 Implications .. 32 Methodological Strengths and Weaknesses 33
Suggestions for Future Research 34 CHAPTER 1. INTRODUCTION Research shows that Latino children are diagnosed late for ASD. The problem is to find out if children who are diagnosed between 18 and 24 months manage their symptoms better than children who were diagnosed late which is after 24 months. Research from Moody et al., (2013) shows that Latino children are diagnosed with ASD after 24 months of age. Studies have shown that some Latino children are diagnosed for ASD at 53 months (Moody et al., 2013), which is well past the Center for Disease Control and Prevention (CDC) guidelines of diagnoses between 18 and 24 months (CDC, 2019). In contrast, white children are screened and diagnosed for ASD before 24 months of age (Becerra, Von-Ehrenstein, Heck…Ritz, 2014). Research is needed to determine if Latino children who are diagnosed early within the recommended timeframes, manage their ASD symptoms better than children who are diagnosed late. Autism Spectrum Disorder is complex and there are still many unknowns regarding the disorder (Harris et al., 2019). Therefore, the themes surrounding ASD may vary. Social learning theoretical frameworks have assisted in identifying ways to prevent ASD diagnosing disparities by studying the children and their surroundings (Penner et al., 2013). Ethical procedures will include making sure all participants have signed HIPAA consents and are explained the parameters of the study. The standards will include adhering to the ethics code sections 8 and 9 from the American Psychological Association. Autism Spectrum Disorder in Latino children remains significantly lower than that of White children (Moody, Harris, Zittleman, Nease, Jr., & Westfall, 2019). Latino children are also diagnosed later than the recommended timeframes (Moody, et al., 2019). ASD diagnoses may include a myriad of symptoms. This leads to questions regarding symptoms management and if children who are diagnosed early manage symptoms better than children who are diagnosed late.
Screenings and diagnoses after 24 months are considered later than the norm (Montiel-Nava, Chacin & Gonzalez-Avila, 2017). The later the child is diagnosed can lead to additional symptoms or more severe symptoms (Koegel, Koegel, Ashbaugh & Bradshaw, 2013). Individuals with ASD often exhibit aggression, tantrums, and self-injury. These behaviors are often secondary symptoms that may develop if not addressed properly (Koegel, et al., 2013). This proposal will advance the psychology field by designing a study to examine early and late diagnoses, and to determine if children who are diagnosed early manage their symptoms better. The proposal will address what is currently known about ASD diagnoses in Latino children, what is known in children who are diagnosed early and how symptoms are managed in each group. According to Amaral (2017; Moody, et al., 2019), some possible reasons for late diagnoses includes language barriers, mental health stigmas, and reduced health literacy. The results of literature reviews, health record reviews and interviews will be essential to the comparative study. The study will review early and late diagnoses and determine if being diagnosed early; as opposed to being diagnosed late, leads to better symptoms management. The study is quantitative, as it gathers opinions from parents, mental health therapists and medical records reviews. This information is then turned into statistical data that can be tracked and trended. Background of the Study Burnside, Wright and Poulin-Dubois, (2017) states that Autism Spectrum Disorder is a neurodevelopmental disorder. This disorder can cause deficits in a person’s personality and behavior. This relates directly to Latino children because when these children experience ASD symptoms, they may be deemed as disruptive or labeled to have a behavior problem (Moody, et al., 2019). Children who are diagnosed early may avoid many symptoms associated with ASD (Zuckerman, 2014). Many of these children are not yet diagnosed with ASD, so, there are often few supports available to assist in managing their
symptoms. ASD affects each child differently and may include a range of symptoms (Amaral, 2017). If the child does not have the proper ASD diagnosis or has not been diagnosed yet. It is important to know the background of the disorder and how it directly relates to the population being studied. There is a large discrepancy in Latino populations receiving late diagnoses for autism (Montiel-Nava, Chacin & Gonzalez-Avila, 2017), as opposed to being diagnosed on time. The timing of the diagnoses is an important factor, because this can determine the severity of the symptoms. In addition, the longevity of undiagnosed or late ASD diagnoses may make the symptoms unmanageable. So, it is very important to review how parents, school officials, physicians and other stakeholders manage the symptoms of each population. This population refers to children who are diagnosed early and children who are diagnosed late. Latino parents expressed concern regarding their child’s developmental difficulties at 17 months; however, children were not were diagnosed until 36 months later (Montiel-Nava, Chacin & Gonzalez-Avila, 2017). Latino children are diagnosed on average at 53 months (CDC, 2020). This is much later than the CDC recommended timeframes of 18 to 24 months (CDC, 2020). As a researcher, it is important to compare the timeliness of the diagnoses and see if being diagnosed early leads to better management of ASD symptoms. Early diagnoses have been linked to improved long-term developmental outcomes (Zuckerman et al., 2014), and late diagnoses could lead to severe behavioral problems. Once early diagnoses and late diagnoses are reviewed and symptoms managements is compared, steps can be taken to design additional studies, implement interventions, and develop outreach programs for these populations. The data obtained from the study will assist Latino parents in managing their child’s symptoms and locating resources for ASD. This information will also help families make better decisions about their children’s health and could help to eliminate the stigmas around autism spectrum disorder
in Latino communities. Statement of the Problem Managing ASD symptoms may differ in children who are diagnosed early versus children who are diagnosed late. Research support the fact that many Latino children are being diagnosed late for Autism Spectrum Disorder, (Montiel-Nava, Chacin & Gonzalez-Avila, 2017). A late diagnosis is an initial diagnosis after the recommended ASD screening of 18 months to 24 months (CDC, 2019). Many Latino children are being diagnosed after 50 months of age (Montiel-Nava, Chacin & Gonzalez-Avila, 2017). As a precautionary measure, the CDC (2020) suggests that children who has a sibling with ASD, be evaluated each year; as they might have a higher propensity for autism (CDC, 2020). Research is needed to review cases where children of early diagnoses. This research will be pivotal in determining how symptoms were managed. The problem is that comparative data is needed to investigate whether the children who are diagnosed early with ASD manage their symptoms better than the children who are diagnosed late. Several factors have attributed to the late diagnoses, so it would be interesting to see if these late diagnoses cause a problem when trying to manage ASD symptoms. Research is needed to compare symptom management and the age of diagnoses among Latino children. Montiel-Nava, Chacin & Gonzalez-Avila (2017) states that being diagnosed at a later age comes with additional symptoms. Some of these symptoms may include lower intelligence quotients, behavior and academic problems. Additionally, Hispanic children are often subjected to substandard care (Chlebowski, Magana, Wright & Brookman-Frazee, 2018) after receiving an ASD diagnosis. How these symptoms are managed depends on the severity of the symptoms and the support available for parents (Koegel et al., 2013). This proposal is necessary because more research is needed to determine if there is a difference in symptoms management based on when the child was diagnosed. A carefully designed
research study can ask the appropriate questions and obtain the necessary data to review symptoms management. Late diagnoses of ASD is an important issue because there are serious side effects when ASD is left untreated. The longer the child is untreated, the longer they are unable to manage their symptoms and get the care they need (Martin, Sturge-Apple, Davies & Gutierrez, 2019). Purpose of the Study The purpose of the study is to review early and late ASD diagnoses in Latino children and determine if children who are diagnosed early can manage their symptoms better than children who are diagnosed late. The problem deserves new research because the number of Latino children being diagnosed late with ASD continues to increase (Montiel-Nava, Chacin & Gonzalez-Avila, 2017); however, research is needed to determine if being diagnosed early lead to better management of symptoms. The average age of Latino children at age of ASD diagnosis ranged from 53.03 months to 54.38 months (Montiel- Nava, Chacin & Gonzalez-Avila, 2017). This is a major concern because these children are not receiving culturally tailored interventions (Matsuda, Brooks & Beeber, 2016). This study will design a research study to review symptoms of children who have been diagnosed early and children who have diagnosed late. There will be comparative research to determine if the children who were diagnosed early were able to manage their symptoms better than the children who were diagnosed late. Researchers must be able to capture the feelings and concerns of Latino parents and their views on autism. Significance of the Study The research will advance scientific knowledge because it will solicit opinions from Latino parents with autistic children. Parents of the autistic children will be interviewed to discuss the age of their child at the age of diagnosis, and if they were able to manage their child’s symptoms. The study will include
children who have been diagnosed early and late. The study will rely on numbers or statistical information, the study will also focus on medical record reviews, observations, case studies. The study will add to the existing literature of ASD, as it will bring in new perspectives and examine symptoms management in depth. The inquiry is original as it will examine cases of Latino children in urban and rural areas. The study will provide evidence-based rationale and best practice models for conducting the study. This study will also focus on the feelings, actions of parents, mental health workers and children with ASD. Interviewing these stakeholders will assist with determining which group were able to manage their symptoms better than the other. Research Question Research question: Do Latino Children who get diagnosed for ASD early between 18 to 24 months manage symptoms better than Latino children who are diagnosed late after 24 months? Null Hypothesis: Latino children with ASD who are diagnosed early do not manage symptoms better than Latino children who are diagnosed late. Hypothesis: Latino children with ASD who are diagnosed early manage symptoms better than Latino children who are diagnosed late. The underlying theme is that symptoms management is determined based on when the child was diagnosed. Additional research is needed to determine if early diagnoses leads to better management of these symptoms. The research question will be answered by a carefully designed study. The study will include surveys, review of medical records, and reviews of previous research and case studies. The data will be transferred to information by pulling out the relevant information related to the research study. Each section of the research question will be analyzed, thoroughly investigated and compared with best practice methods. Definition of Terms Autism Spectrum Disorder - Autism spectrum disorder (ASD) is
a developmental disorder that affects communication and behavior (National Institute of Mental Health, 2018). Early Diagnoses- Diagnoses within 18 to 24 months. Late Diagnoses- ASD diagnoses after 24 months. Latino –A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race (Aragones, Hayes, Chen, González, & Gany, 2014). Research Design This research design is quantitative. The research will be a descriptive research method. The study will use comparative data to determine which group manages symptoms the best. The design constructs will include case studies, medical record reviews, interviews and questionnaires. The research will be guided by approved psychology practices to ensure the validity of the study. The American Psychological Association’s Code of Ethics will be the outline for the research design and will be the guiding principles for assuring ethical research practices. The codes that apply to this study will include Section 8 Research and Publication, and Section 9 Bases for Assessments (American Psychological Association, 2010). These sections cover multiple ethic codes for researchers and how to properly conduct research and administer informed consents. Summary It is important to know if the timing of diagnoses make a difference in the management of symptoms. In addition, it is essentialto investigate whether being diagnosed early leads to better symptoms management. Knowing that a child is diagnosed late with ASD does not give the researcher any new information. What this means regarding symptoms are the facts that needs to be addressed. Research may determine if symptoms can be managed if they are diagnosed early, or the severity of the symptoms if the child is diagnosed late. It is also important to conduct solid research and design a research study that will be inclusive of the problem at hand. The study must include previous research, quantitative surveys, feedback from parents, and review of health records.
CHAPTER 2. LITERATURE REVIEW Research has shown that Latino children are diagnosed late with autism spectrum disorder (Amaral, 2017). This may also lead to difficulty in these children managing their ASD symptoms. Reasons for ethnic variations are poorly understood. Research has been conducted to identify the number of children who are diagnosed early and late, and the age at which they are diagnosed. The research does not show implicitly show the comparison of these groups and which ones manage symptoms the best, but there are various studies to show benefits of managing symptoms. This dilemma leaves a further gap for research. Further research is needed to specially address the reasons for late diagnoses. (Zuckerman, Sinche, Mejia, Cobian, Becker & Nicolaidis, 2014). Autism affects children differently, so it is important for them to be diagnosed in a timely manner. It is also important for them to manage their symptoms effectively. Delayed diagnoses could have a serious effect on children (CDC, 2020). The CDC (2020) suggests that children should be diagnosed for ASD between 18 and 24 months. A carefully designed study is needed to compare the management of symptoms for early and late diagnoses. It is also important to study this area because Latino children are not getting the resources and support that is
needed in order to manage their symptoms (Moody, et al., 2019). Theoretical Orientation for the Study Autism Spectrum Disorder is guided by cognitive and social psychological theories. These frameworks are empirically supported behavioral orientations. They are supported by the need to research origins of thoughts, feelings, and behaviors (Penner, et. al, 2013). An empirically supported autism theory is the Naturalistic Developmental Behavioral Interventions (NDBI; Schreibman et al., 2015). In the NDBI, children are supported in their natural settings, which may include educational or home environments. The NDBI teach the children developmental skills and strive to improve relationships between the child and the therapist (Schreibman et al., 2015). In addition, the social psychological framework uses societal factors to determine why there are racial disparities (Penner, et. al, 2013). Albert Bandura developed a theory called the Social Learning Theory. He wanted to show how children learn behavior from their parents (Martin, Sturge-Apple, Davies & Gutierrez, 2019), and how that behavior could change based on the mental state of the child. These frameworks have also been connected to health disparities in certain populations. Social psychologists look at relevant concerns and how they contribute to autism spectrum disorder (Bandawe, 2010). Review of the Literature In the early 1960s, scientists and physicians believed that children with ASD were unlikely to respond to treatment (Schreibman et al., 2015). This led to further research by Charles Ferster and Merian DeMyer on autism and its effects on children (Schreibman et al., 2015). Autism has since become one of the fastest growing cognitive disorders in the United States, and affects about one in 59 children (Moody, et al. 2019). Autism was first classified as a disorder by Kanner and Asperger, who described these symptoms as atypical behaviors (Ousley & Cermak, 2014). Research shows that early diagnosis
is associated with improved long-term developmental and family outcomes (Zuckerman et al., 2014). There needs to be a mechanism to compare the outcomes of early diagnoses and late diagnoses. This comparison would focus on how the parents responded to their child’s symptoms and if they were able to manage them effectively. One dominant theme in autism research is heterogeneity (Rudacille, 2010). Heterogeneity refers to the etiology and diversity of the disorder (Georgiades, Szatmari & Boyle, 2013). Some of these symptoms include cognitive, emotional, and social functioning that are manifested differently across subgroups of children (Georgiades, Szatmari & Boyle, 2013). Harris et al., (2019) collected data electronically through data capture tools. Participants were given multiple choice surveys and quantitative assessments. They were asked to rank their answers using a measurable scale of one to five. Data was also collected from pediatric hospital clinics and from parents of children with autism. Cases were identified through prescreening processes and parental consultations (Montiel- Nava, Chacin & Gonzalez-Avila, 2017). Data was collected by survey technicians who discarded useless surveys, checked for errors and coded the data into groups. Other methods used in literature reviews were purposive sampling. Montiel-Nava, Chacin and Gonzalez (2017) prescreened participants using clinical data and chart reviews. The researchers conducted a study of Latino children and their parents. They set up an assessment for parents, who then completed a questionnaire based on feelings surroundings autism. The parents were also asked the age of their child at diagnoses and step they took to manage their children’s symptoms. The assessment was then coded and formulated into usable quantitative data. Focus groups were conducted in English and Spanish (Zuckerman et al., 2013). The groups reviewed late diagnoses and standards for ASD. Children were recruited based on their ethnicity and their ASD diagnoses. In research it is important to maintain diversity and
ethical procedures to ensure the authenticity of the study. Excluding diversity in research could impede the ability to generalize study results (UCSF, 2020), and may prevent certain populations from receiving much needed research. Although all of participants were Latino, there were difference Hispanic populations within the groups. The groups included individuals of Mexican, Puerto Rican, Venezuelan and Guatemalan races. Research assistants reviewed data from ASD clinics and studies (Montiel-Nava, Chacin & Gonzalez-Avila, 2017). The strength of these methods was that there was a lot of data that showed benefits of early diagnoses and late diagnoses. Some children were diagnosed during school age and physicians were able to give a more accurate diagnoses, as opposed to early diagnoses where the parents relayed symptoms to the physician (Koegel et al, 2013). However, a major weakness is that factors for late diagnoses varied. The research included several Latino populations and took into consideration, cultural and economic differences. The limitations of these methods were that the research did not explicitly compare early versus late diagnoses in percentages. Another limitation is that the researchers (Harris, et al., 2019; Moody et al., 2019) stated that many Latino children were not identified by ethnicity, which could hinder the data. For example, in Venezuela, the children are all classified as Latino, and they are not separated into subgroups (Montiel-Nava, Chacin & Gonzalez-Avila, 2017). A more intensive study would be needed if a study based on race is requested by the scientific community. When conducting autism research and reviewing the way symptoms are managed, it is important to have reliable resources. This information can add significant knowledge to the base of psychology. These articles help identify what is known and understood about ASD and what is yet to be known in this area. The current knowledge includes ASD numbers among Latino children but does not give the reasons for the late diagnoses. The research into reviewing and comparing ASD symptoms
management shows that there benefits to being diagnosed early (Zuckerman, 2014). Children who are diagnosed early between 18 and 24 months can avoid long-term ASD symptoms (Zuckerman, 2014). Identifying the way symptoms are managed could be a great educational resource in the Latino community. This could also persuade Latino parents to seek assistance for behavioral or other concerns in their children. There is a gap in research, as to the reasons for the late diagnoses. Harris et al., (2019) shows that possible factors may include lack of access to healthcare services, autism related stigmas and a lack of bilingual clinicians. The research question has been answered because Latino children who are diagnosed early are able to manage their symptoms better than Latino children who are diagnosed late. Although there is limited research on this population (Amaral, 2017), rigorous approaches have been taken to improve on the evidence from the literature. The study will make a meaningful contribution to current literature as it will review early and late diagnoses. The study will decide is early diagnoses leads to better symptoms management. This correlates directly to the hypothesis, that Latino children who are diagnosed early manage ASD symptoms better than Latino children who are diagnosed late. There are concerns that late diagnoses are not as prevalent as reported (Montiel-Nava, Chacin & Gonzalez, 2017). Opponents feel that although Latino children are diagnosed later than non- Latino children, the numbers vary too widely for comparison. Some studies report diagnoses at 24 months, while other studies show that Latino children are diagnosed after 53 months. Despite the discrepancies, the fact remains that effective management of symptoms are not often presented. If researchers can compare symptoms management of early versus late diagnoses, there is a possibility that late diagnoses may be curtailed (Moody et al., 2019).
Synthesis of the Research Findings After reviewing the research, there is a need for a detailed plan to address the gaps in research. A common theme of autism spectrum disorder focuses on late diagnoses in Latino children; however, a comparison between how the symptoms are managed needs to be identified. Montiel-Nava, Chacin and Gonzalez- Avila (2017) focuses on the age of diagnoses among Latino children in Venezuela and America. The researchers show that children experience severe symptoms when they are diagnosed late. Parents stated that it was difficult to manage symptoms because they were unsure of what to do (Montiel-Nava, Chacin and Gonzalez-Avila, 2017). Furthermore, parents tried to manage behavioral concerns but did not have adequate support or skills to do so. These symptoms may include severe behavior and academic problems. This number was especially high for Latino children (Moody, et al., 2019). Children who were diagnosed early were able to receive academic and behavioral supports. Furthermore, research has shown that intensive early intervention can make a big difference in the outcomes for people with ASD (Diagnosing and Managing ASD, 2020). When the child was diagnosed early, the parents were able to request supports. Some of these supports include Applied Behavioral Analysis (ABA) therapy for their child (Amaral, 2017). Having an ASD diagnosis early on, gave parents the ability to request treatment and behavioral therapists for their child. Therefore, they were able to manage symptoms with the support of therapists and treatment plans. Research showed that when children are diagnosed earlier, they can manage symptoms better (Zuckerman, 2014). This is because parents can get the assistance that they need to help with behavioral and academic concerns. This does not mean that children who are diagnosed late are unable to manage their symptoms. All symptoms can be managed with appropriate therapy, treatment plans and medications as needed (Diagnosing and Managing ASD, 2020). However, this study focused on which group early versus late, manages their symptoms the best.
Harris et al., (2019) reviewed the child when the parent was first concerned about their child’s symptoms, and the age when the child was diagnosed. Parents in both countries tried to manage their children’s symptoms even without an ASD diagnoses. The children in America and in Venezuela experienced similar diagnosing delays. Investigators wanted to find the common factors between these ASD diagnosing delays, as the children were in different countries. They decided to look at the Latino groups and study the populations individually. Harris et al., (2019) discovered that Latino populations may have many subgroups within their population. According to Campinha-Bacote (2003), other forms of cultural diversity includes religious affiliation, language, physical size, gender, sexual orientation, age, disability and more. In order to ensure individual variation and maintain diversity. The study must note characters and traits that are specific to that group and find ways to incorporate the findings into the research study. There were different Latino groups represented within the studies, and the researchers … Running head: ABBREVIATED TITLE OF YOUR PAPER 1 ABBREVIATED TITLE OF YOUR PAPER 11Full Title of Your PaperLearner’s Full Name (no credentials)Capella UniversityAbstract Leave this blank until Chapter 4. It is necessary to complete the abstract after the entire project has been developed. The abstract contains an abbreviated overview of the entire project. This overview will reference the following elements of the project: The Research Question_________________________________ The Research Problem: _____________________________________ The Significance of the Study:_______________________________ Theory or theories that apply to the concepts associated with the
RQ:________________ A Narrative describing the qualitative approach planned, implications for stakeholders, significance to the scientific community, and a description of expected results. The abstract is one concise paragraph. Keywords: [Add keywords here.] Table of Contents CHAPTER 1. INTRODUCTION 1 Background of the Study 1 Statement of the Problem 1 Purpose of the Study 1 Significance of the Study 1 Research Question 1 Definition of Terms 1 Research Design 1 Summary 1 CHAPTER 2. LITERATURE REVIEW 1 Theoretical Orientation for the Study 1 Review of the Literature 1 Synthesis of the Research Findings 1 Critique of Previous Research Methods 1 Summary 1 CHAPTER 3. METHODOLOGY 1 Purpose of the Study 1 Research Question 1 Target Population 1 Recruitment Strategy 1 Sampling Design (purposive for qualitative) 1 Procedure 1 Analysis 1
Ethical Considerations 1 CHAPTER 4. EXPECTED FINDINGS/RESULTS 1 CHAPTER 5. DISCUSSION 1 Implications 1 Methodological Strengths and Weaknesses 1 Suggestions for Future Research 1 CHAPTER 1. INTRODUCTION An introduction is a needed section in this chapter. I am sure some of what you put into your background section could be placed here. You want to give a general overview of what you are writing about. What is known so far; what information do we not know; address what themes will be identified in the lit review; qualitative or quantitative; summarize what you should find……remember this is an introduction so all of this information should be brief. This section should not be more than 1 page. Mental illness is one of the largest disabilities people face in the world. According to (What is Mental Illness, 2017), a mental illness is a disease of the brain that causes mild to severe disturbances in thought and/or behavior, resulting in an inability to cope with life’s ordinary demands and routines. What is Mental Illness (2017), also reports that there are more than 200 classified forms of mental illnesses. A few of the more common mental illnesses are depression, bipolar disorder, dementia, schizophrenia and anxiety disorders (What is Mental Illness, 2017). The topic of mental illness needs to be researched more because there can never be enough information on the subject. Since this is a worldwide issue, new information can help others develop new treatment plans, strategies, and even new medications that would be able to ease the stress of families that are caring for a person who suffers from any one of these diseases. The purpose of this research is to find out how families of different cultures cope with mental illnesses. The information provided may be very helpful for others to
learn new ways from other cultures on effective ways to deal with some mental illnesses in a new way. This research will conduct qualitative methods to gather important information. The end results should provide important information on how families from different cultures deals with mental illnesses amongst family members. [Note, the Final draft of Chapter 1 is typically written after the entire project has been completed and just prior to the Abstract. It is completed in assignment 4 and includes a description of the research problem and an explanation that describes how the research problem led to the current research question. In the introduction you will summarize briefly what is known so far about the phenomena under investigation; describe what needs to be known in order to advance the knowledge base; address briefly the major themes identified in the literature review; summarize the design approach, identify whether it is qualitative or quantitative; summarize briefly the expected results; summarize implications for the research community; and apply ethical principles and standards of psychology to the research proposal. The introduction section is added before the Background of the Study. It is important to understand that the project is iterative. You will work on, change and refine all elements of the project. In your initial submission, begin to provide an evidence-based rationale for each of the sections listed below.] Background of the Study This is were you dig into the previous research and your topic. What do we already know? Basically, what led you to your choses topic; what is the history behind your chosen topic? More than 60 million Americans have a mental illness (What is Mental Illness, 2017). This affects one in four adults and one in five children (What is Mental Illness, 2017). Research has proven that mental illnesses can be triggered by many different factors such as cancer, diabetes and heart disease (What is Mental Illness, 2017).Mental illness and mental health in general are influenced by the mixture of biological and
hereditary causes, psychology and culture (Andrade, 2017). Reactions to environmental stresses, genetic factors, biochemical imbalances can also be the cause of one’s mental illness (Andrade, 2017). Mental illness affects the way people live their lives and has a huge impact on the way they view themselves as a person. Some people can’t care for themselves and must depend on someone, such as a family member, to help them. How does this illness affect the caregiver? Caring for anyone that is sick can be a hard task but caring for someone who has a mental illness such as bipolar disorder can be very challenging. When caring for a loved one, people tend to put everything else aside and make that person their focus point. At what point is this a bad thing? What do we know so far about the area of the literature that you reviewed? It is known that mental illness can affect a person’s life physically and mentally causing them to need care and support from others. Without the right support, the caregiver may become overwhelmed and frustrated at the person they are providing the care for. What do you think we need to know to advance the knowledge base? More research needs to be conducted on how families and caregivers can balance and cope with the daily tasks of caring for someone with a mental illness. How will this new knowledge serve the stakeholders (scientists, care providers, families, patients, institutions) that may in turn be served by implementation of new developments? This new information can be used to help families and caregivers formulate new and old strategies of providing care for someone who suffers from mental illnesses. This new information may help someone who has been struggling finally see there are ways of coping with taking care of the individual and maintaining their own sanity. Statement of the Problem The ideal outline here is (this is not word for word) …. We
know that mental illness is a large disease that affects millions across the world__________________, we know that families and caregivers struggle to provide the necessary care for people struggling with mental illnesses while also trying to maintain their own health_____________________, we don’t know how families from different cultures cope with family members who suffer from mental illnesses__________________ Identify the gap in research or the need for additional research in your area. The need for additional research in mental health is needed because this subject will never get old and there needs to be new and accurate information available for others to relay on when looking for help. Some mental illnesses can be controlled with therapy and medications, but they are no cures (NIH, 2007). Just like any other illness, people search for answers. There can never be enough information posted and researched. Additional research can provide that glimmer of hope for a family that is looking for a guide when taking care of their loved one. Purpose of the Study This is the “why”. Here you want to state your case and try to convince the reader why we need to research this thing. Why do we need to research this? Are you resolving a problem with previous research? Are you extending a theory? Are you solving a social problem? Mental health studies save lives, relieves serious anxiety and increases quality of life. This research is being carried out because we see to many cases of families falling out over the care of their loved ones. Families are in distress because they don’t know how to balance the care of their loved ones and themselves. Caregivers are going into depression because they don’t fully understand the disease this person is dealing with and they are taking the situation person. Researchers need to understand the problems families and caregivers face when dealing with these issues. Adding more research to what is already known will provide people with more options and
hopeful see a better outcome of mental health support amongst families. Why does the problem deserve new research? Are you resolving inconsistency in previous research? Extending the reach of a theory? Solving a social problem? Significance of the Study This is where we discuss the stakeholders; how will the research help there? How will what is known in this research contribute to scientific knowledge base we already have? Describe the significance of the proposed investigation by explaining how the results promise to advance the scientific knowledge base. In three sentences or more, explain how this inquiry is original. The provided information from the research will be able to give families and caregivers more information on ways they can cope with mental illness within their family. Mental health research can encourage societies and institutions to adapt more effectively to people with mental health issues, help educate their families, and to continue to build mentally stable communities. Research Question State question and whether qualitative or quantitative Articulate whether the research question is a qualitative or a quantitative question and provide a rationale. For Qualitative research questions, include your constructs. Research question: How does families from different cultures deal with mental illnesses. The information used for this research paper will be formatted using the qualitative research method. Surveys, participants, documents, and different studies will be used to provide the needed information to gain more knowledge on this subject. Definition of Terms Define the terms as they will be used in your study For a qualitative study, the definition of terms should relate to how the participants should interpret the definitions. Mental illness- Mental illnesses are health conditions involving
changes in emotion, thinking or behavior (or a combination of these) (What Is Mental Illness, n.d). Mental illnesses are associated with distress and/or problems functioning in social, work or family activities (What Is Mental Illness, n.d.). Qualitative research- Qualitative research is empirical research where the data are not in the form of numbers (McLeod, 2019). Qualitative researchers study things in their natural settings, attempting to make sense of, or interpret, phenomena in terms of the meanings people bring to them (McLeod, 2019). Research Design This is a qualitative study so how will you go about it? There are 5 designs associated with a qualitative method; which design will you be using (case study, grounded theory, etc). Talk about the design and why it fits your study. You will mention the relevant APA codes that will be followed in this study; but no details on how in this chapter. Discuss the method and how the question will be answered. Be sure to make mention of the relevant APA Code of Ethics, but not how you intend to address them. How you will address the codes and ensure they are adhered to will be covered in Chapter 3. Summary Add a brief summary CHAPTER 2. LITERATURE REVIEW Note, this is typically the entry point for beginning the project. It is important to understand that the project is iterative. You will work on, change and refine all elements of the project. You will begin by understanding and synthesizing what is known so far in the Literature Review, (Chapter 2). Theoretical Orientation for the Study The Literature Review provides detailed information about theory that applies to the research topic, theory that applies to
the research method, population(s) studied and key concepts under review. Seminal and current sources are analyzed and evaluated thematically. The research problem is identified. Review of the Literature It is essential that the literature review be organized with reference to themes identified in articles that you have read. It is not acceptable to organize the literature review article by article or one article at a time. You need to include 5 or more current research articles for your literature review and review the research design, the research question, the research hypothesis, the sample demographics, the methodology and what instruments were given and how, the data collection and process, the data analysis procedures and the findings, the best practices and guidelines related to diversity and ethical issues. This is not an annotated bibliography. Synthesis of the Research Findings Synthesize the research reviewed in the review of the literature section. Critique of Previous Research Methods Critique the research reviewed in the review of the literature section. Summary Add a brief summary CHAPTER 3. METHODOLOGY Purpose of the Study The introductory paragraph addresses the research problem or proposes to fill the gap in the literature. It includes the purpose of the proposed research and presents formally the Research Question. The purpose is to answer the research question. State your Research Question in the form of a question in the introductory paragraph for Chapter 3. As you prepare this section of this chapter review the characteristics of Qualitative Research Questions: 1. Qualitative Research questions ask for description and
interpretation of phenomena through the identification of socially constructed themes and categories. 2. Qualitative questions address concepts associated with thoughts, feelings, and actions that are not necessarily accessible with empirical methods of measurement. 3. Qualitative data take the form of stories, narratives and observations. 4. Qualitative questions identify the target population and phenomena under consideration. 5. Qualitative questions do not test empirically measured data. Research Question Conclude the introductory paragraph to Chapter 3, by writing out the Research Question. Add your constructs. Target Population As you describe the target population you will include: Information about the number of participants. Information about inclusion and exclusion criteria; describe how you decide who can participate in the study and who cannot. Recruitment strategy Sampling design (purposive for qualitative) Procedure As you describe the procedures you will include: Information about materials used for data collection. Information about the location where data collection takes place Information about the time required for data collection Information about the instruments used to collect data. Instruments used vary widely and can include audio and video recording equipment, pen and paper, interventions, observation journals, member-checking documents and so on, depending on the requirements indicated in the research question. Information about the order of steps taken to obtain data. Information about how data will be recorded and transferred into a transcript or documents, audio or video, ready for analysis. When using an interview guide or observation check sheet that
is also included. Analysis Analysis describes strategies for analyzing the narratives offered by participants. Once the data has been transcribed into a format for interpretation, typically “words on the page”, and then it can be interpreted. Analysis uses strategies that interpret meaning components from words, phrases and narratives into interpreted conceptual descriptions across transcripts.Ethical Considerations The APA Code of Ethics that apply to your study and research design should be addressed, including both APA standard and principles. CHAPTER 4. EXPECTED FINDINGS/RESULTS For the expected findings/results, use the literature reviewed in Chapter 2 To anticipate findings that are likely to result from the collection and interpretation of data. Note: that some results that are not expected are possible and should be addressed in this chapter. CHAPTER 5. DISCUSSION Implications Implications of the potential results are discussed, implications for wide range of potential stakeholders is addressed, significance to the scientific community and the potential to address the research problem is discussed, limitations of the study are addressed, and suggestions for future research are offered. Methodological Strengths and Weaknesses Suggestions for Future Research The suggestions for future research should close the gap on the methodological limitations. References
McLeod, S. A. (2019, July 30). Qualitative vs. quantitative research. Simply Psychology. https://www.simplypsychology.org/qualitative-quantitative.html National Institutes of Health (US); Biological Sciences Curriculum Study. NIH Curriculum Supplement Series [Internet]. Bethesda (MD): National Institutes of Health (US); 2007. Information about Mental Illness and the Brain. Available from: https://www.ncbi.nlm.nih.gov/books/NBK20369/ What is Mental Illness? (2017, December 18). Retrieved May 08, 2020, from https://www.triadmentalhealth.org/what-is- mental-illness/ What Is Mental Illness? (n.d.). Retrieved May 10, 2020, from https://www.psychiatry.org/patients-families/what-is-mental- illness
Running head: ABBREVIATED TITLE OF YOUR PAPER 1 Full Title of Your Paper Learner’s Full Name (no credentials) Capella University Running head: ABBREVIATED TITLE OF YOUR PAPER 1 Full Title of Your Paper Learner’s Full Name (no credentials) Capella University Please read this article. It is long and written in 1994 at Harvard. However, do you think it applies in 2020? Why or why not? Please write 2 pages. http://jolt.law.harvard.edu/articles/pdf/v08/08HarvJLTech075.p df Here is the link; https://www.youtube.com/watch?v=iV4q4nRPyoY Watch and comment. Do you think there should always be exceptions to the Fourth Amendment? Why? Write about half page.
In Chapter 8 they discuss the First Amendment explain further why Child Pornography is not protected by First Amendment. What role does the CPPA play in this decision? Write about half page. You can find chapter 8 slides in ppt8 file. Please check and write your opinion. Here is the link: https://www.youtube.com/watch?v=ljrselo4s1U Watch and offer your opinion about how we (can we) combat this? Write your opinion about half page.

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Computer Forensics and Cyber Crime, 3rd ed.Marjie T. Britz.docx

  • 1.
    Computer Forensics andCyber Crime, 3rd ed. Marjie T. Britz Copyright © 2013 by Pearson Education, Inc. All Rights Reserved Learning ObjectivesObtain information concerning the legal perception of indecency and obscenity.Overcome the difficulty in defining child pornography.Learn of the contradictions in the court system on the topic of child pornography.Gain knowledge of legislation that is geared directly toward technology and the Internet.Discuss in full detail the subject of Internet gambling. Computer Forensics and Cyber Crime, 3rd ed. Marjie T. Britz Copyright © 2013 by Pearson Education, Inc. All Rights Reserved Introduction and General PrinciplesProtections against censorship of text and images, including available on a computer, exist in the First Amendment's right of free speech. These protections pose problems; for example:Courts differ on whether material is protected by the First Amendment.Technology-specific criminal legislation has included intentionally vague descriptions of forbidden text and images so that content delivered via emerging technologies will be included in its scope. Computer Forensics and Cyber Crime, 3rd ed. Marjie T. Britz
  • 2.
    Copyright © 2013by Pearson Education, Inc. All Rights Reserved Introduction and General PrinciplesThe US Supreme Court has not ruled on many such problems of law, depriving law enforcement officials and the public of guidance regarding the applicability and appropriateness of such laws. Also, ambiguous public policies do not provide guidance for officers. Computer Forensics and Cyber Crime, 3rd ed. Marjie T. Britz Copyright © 2013 by Pearson Education, Inc. All Rights Reserved Obscenity in GeneralIt is difficult to define what is obscene: “I can’t define it, but I know it when I see it.”Community standards, which matter here, generally vary regarding what is considered obscene.This variation is further confounded by:The existence of a worldwide community, the Internet, when trying to determine what is obscene.The fact that virtual (i.e., not actual) images may be different than real images. Computer Forensics and Cyber Crime, 3rd ed. Marjie T. Britz Copyright © 2013 by Pearson Education, Inc. All Rights Reserved Traditional Notions of Decency Consider historical views regarding decency and obscenity: Regina v. Hicklin (1868): British case trying to determine what was obscene when evaluating the immorality of Catholic priests; ruling was vague, ambiguous
  • 3.
    Computer Forensics andCyber Crime, 3rd ed. Marjie T. Britz Copyright © 2013 by Pearson Education, Inc. All Rights Reserved Traditional Notions of DecencyRoth v. United States (1957): U.S. Supreme Court declared that obscene material was not protected by the First Amendment Court evaluated material from perspective of a "reasonable person," and by applying community standards, but this subsequently proved to be impossible to use Computer Forensics and Cyber Crime, 3rd ed. Marjie T. Britz Copyright © 2013 by Pearson Education, Inc. All Rights Reserved Traditional Notions of DecencyMiller v. California (1973): U.S. Supreme Court came up with a three-prong test to strike a balance of protecting those who would look at material with dangers of censorship:Use the perspective of an average person who is capable of applying community standards.That person would determine whether a work depicts or describes, in a patently offensive way, sexual conduct specifically defined by the applicable state law. As a whole, the material lacks serious literary, artistic, political, or scientific value.Also recognizes different categories of individuals (i.e., children) Computer Forensics and Cyber Crime, 3rd ed. Marjie T. Britz Copyright © 2013 by Pearson Education, Inc. All Rights Reserved
  • 4.
    Traditional Notions ofDecencyFCC v. Pacifica Foundation: Court ruled that new media of communication must be scrutinized as they develop; different media vary in protection Difference between indecent and obscene speech Indecent speech, even if it does not reach the level of obscenity, cannot be broadcasted (radio, television) during times when children may be presumed to be part of an audience; so, accessibility to children results in reduction of protection Computer Forensics and Cyber Crime, 3rd ed. Marjie T. Britz Copyright © 2013 by Pearson Education, Inc. All Rights Reserved Traditional Notions of DecencySable Communications, Inc. v. FCC; Turner Broadcasting system, Inc. v. FCC Telephone communications and cable TV enjoy heightened levels of protection because they are not as pervasive or accessible, since they require affirmative actions to use and do not reach captive audiences. The court recognized a compelling interest in protecting children, but to censor entire categories of speech is an unacceptable infringement. Computer Forensics and Cyber Crime, 3rd ed. Marjie T. Britz Copyright © 2013 by Pearson Education, Inc. All Rights Reserved Emerging Statutes and the Availability of Obscene Material to Children Telecommunications Reform Act of 1996, aka Communications Decency Act (CDA)
  • 5.
    Designed to regulatethe previously untamed frontier of cyberspace Criminalized harassment, stalking, annoyance, or abuse of any individual in an electronic medium Criminalized any obscene communication to a minor or the transmission of information that was prima facie, offensive Computer Forensics and Cyber Crime, 3rd ed. Marjie T. Britz Copyright © 2013 by Pearson Education, Inc. All Rights Reserved Emerging Statutes and the Availability of Obscene Material to Children Telecommunications Reform Act of 1996, aka Communications Decency Act (CDA) Struck down for overbreadth, encompassing speech protected by First Amendment and vagueness, failing to define with sufficient clarity what was subject of law Computer Forensics and Cyber Crime, 3rd ed. Marjie T. Britz Copyright © 2013 by Pearson Education, Inc. All Rights Reserved Traditional Attempts to Criminalize Child Pornography Started with enactment of Protection of Children Against Sexual Exploitation Act (1977) Directly tied to principles articulated in Miller, with its three- prong testProhibited depictions without redeeming social valueDid not require scienter (specific level of knowledge) on the part of the violator as to age to secure a conviction; lack of scienter requirement led to ruling of unconstitutionality
  • 6.
    Computer Forensics andCyber Crime, 3rd ed. Marjie T. Britz Copyright © 2013 by Pearson Education, Inc. All Rights Reserved Traditional Attempts to Criminalize Child Pornography Child Protection Act (1984) (CPA) Eliminated obscenity requirement established in Miller Subsequently aimed to expand CPA with enactment of Child Protection Restoration and Penalties Enhancement Act of 1990 Computer Forensics and Cyber Crime, 3rd ed. Marjie T. Britz Copyright © 2013 by Pearson Education, Inc. All Rights Reserved Applying Case Law to Traditional Child Pornography Statutes New York v. Ferber: most important case regarding criminalizing child pornography Bookstore proprietor convicted of selling films depicting young boys masturbatingArgued that a NY statute prohibiting the promotion of sex by children under 16 through distribution was overbroad, censoring protected speech under the First Amendment, because the law also prohibited material on adolescent sex, depicted in a realistic but not otherwise obscene manner, so that it failed the Miller test Computer Forensics and Cyber Crime, 3rd ed. Marjie T. Britz Copyright © 2013 by Pearson Education, Inc. All Rights Reserved Applying Case Law to Traditional Child Pornography StatutesUS Supreme Court ruled that states are granted more
  • 7.
    leeway in theregulation of pornographic depictions of children than in the regulation of obscenity because: The use of children as subjects of pornographic materials is harmful to the physiological, emotional, and mental health of the child.The standard of Miller v. California for determining what is legally obscene is not a satisfactory solution to the child pornography problem. Computer Forensics and Cyber Crime, 3rd ed. Marjie T. Britz Copyright © 2013 by Pearson Education, Inc. All Rights Reserved Applying Case Law to Traditional Child Pornography StatutesThe advertising and selling of child porn provide an economic motive for (and are thus an integral part of) the production of such materials, an activity illegal throughout the nation.The value of permitting live performances and photographic reproductions of children engaged in lewd exhibitions is exceedingly modest, if not "de minimus." Computer Forensics and Cyber Crime, 3rd ed. Marjie T. Britz Copyright © 2013 by Pearson Education, Inc. All Rights Reserved Applying Case Law to Traditional Child Pornography StatutesRecognizing and classifying child porn as a category of material outside the First Amendment’s protection is not incompatible with this Court’s decisions dealing with what speech is unprotected. When a definable class of material, such as that covered by the NY statute, bears so heavily and
  • 8.
    pervasively on thewelfare of children engaged in its production, the balance of competing interests is clearly struck, and it is permissible to consider these materials as without the First Amendment’s protection. Computer Forensics and Cyber Crime, 3rd ed. Marjie T. Britz Copyright © 2013 by Pearson Education, Inc. All Rights Reserved Applying Case Law to Traditional Child Pornography StatutesWhat makes this opinion unique:Court relied on statistics, opinions from various sources (i.e., scholars, practitioners, etc.) Blanket prohibition of all child pornography Stated that any literary, artistic, political, scientific value of child porn does not ameliorate potential harm to childrenDid not specifically address issue of scienter Computer Forensics and Cyber Crime, 3rd ed. Marjie T. Britz Copyright © 2013 by Pearson Education, Inc. All Rights Reserved Applying Case Law to Traditional Child Pornography Statutes Osborne v. Ohio Specifically defines scienter, here, as involving at least a degree of recklessnessUpheld the standards originally established in FerberUpheld an Ohio statute which prohibited the possession and viewing of child porn
  • 9.
    Computer Forensics andCyber Crime, 3rd ed. Marjie T. Britz Copyright © 2013 by Pearson Education, Inc. All Rights Reserved Applying Case Law to Traditional Child Pornography StatutesUpheld the notion of the generalized victim, noting that the market for child pornography must be destroyed, because child porn continues to build demand for creation of more child pornographyReiterated the potential for harm to all children Computer Forensics and Cyber Crime, 3rd ed. Marjie T. Britz Copyright © 2013 by Pearson Education, Inc. All Rights Reserved Technology-Specific Legislation – Contention in the Courts Child Pornography Prevention Act (CPPA)Intended to criminalize virtual child pornography on the grounds that it increases child molestation and pedophilia, regardless of whether an actual child is used to generate itExpansion of the CPADid the Ferber and Osborne decisions demonstrate compelling state interest to protect all children, and not only those used in production of child pornography? Computer Forensics and Cyber Crime, 3rd ed. Marjie T. Britz Copyright © 2013 by Pearson Education, Inc. All Rights Reserved Technology-Specific Legislation – Contention in the CourtsDid virtual child pornography stimulate child molesters, increasing their dangerousness?Struck down by the Court in Ashcroft v. Free Speech Coalition
  • 10.
    Computer Forensics andCyber Crime, 3rd ed. Marjie T. Britz Copyright © 2013 by Pearson Education, Inc. All Rights Reserved Technology-Specific Legislation – Contention in the Courts Ashcroft v. Free Speech CoalitionU.S. Supreme Court invalidates CPPA, that the threat of injury to children is not enough to suppress protected speechIf upheld, it was overbroad, and would criminalize work such as Shakespeare’sOmitted link between prohibition and affront to community standardsSo, virtual pornography is protected since there has to be proof of identity, that the images are real and not computer generated Computer Forensics and Cyber Crime, 3rd ed. Marjie T. Britz Copyright © 2013 by Pearson Education, Inc. All Rights Reserved Technology-Specific Legislation – Contention in the Courts Prosecutorial Remedies and Other Tools to End the Exploitation of Children Today Act (PROTECT) Enacted in wake of AshcroftMade illegal virtual images "indistinguishable from" that of actual child pornography Effectively incorporated Miller test for obscenityAlso incorporated provisions from Truth in Domain Names Act, regarding innocent-sounding names used for tricking children into seeing obscene material Computer Forensics and Cyber Crime, 3rd ed. Marjie T. Britz Copyright © 2013 by Pearson Education, Inc. All Rights Reserved
  • 11.
    Technology-Specific Legislation –Contention in the Courts U.S. v. Williams Upheld efforts by PROTECT Act to address weaknesses in the CPPA Computer Forensics and Cyber Crime, 3rd ed. Marjie T. Britz Copyright © 2013 by Pearson Education, Inc. All Rights Reserved Internet Gambling Old Wire Act of 1961 language not enough to respond to dramatic increase in online sports betting and bookmaking activitiesUnlawful Internet Gambling Enforcement Act of 2006 (UIGEA) aimed to regulate payment systems, lifeblood of gambling activities Computer Forensics and Cyber Crime, 3rd ed. Marjie T. Britz Copyright © 2013 by Pearson Education, Inc. All Rights Reserved Case Law on Internet Gaming StatutesCentral Hudson Gas and Electric v. Public Service Commission of New York produced a four-prong test regarding commercial speech, which applied to Internet gaming:Is the commercial speech concerning lawful activity and not misleading?Is the government’s interest in restricting the speech in question substantial?Does the regulation directly advance the governmental interest asserted?Is the prohibition more extensive than is necessary to serve that interest?
  • 12.
    Computer Forensics andCyber Crime, 3rd ed. Marjie T. Britz Copyright © 2013 by Pearson Education, Inc. All Rights Reserved Case Law on Internet Gaming StatutesPosadas de Puerto Rico Associates v. Tourism Co. of Puerto Rico The court used Central Hudson Gas and Electric’s four-prong test by recognizing government's interest in protecting residents from the harmful effects of excessive gambling Computer Forensics and Cyber Crime, 3rd ed. Marjie T. Britz Copyright © 2013 by Pearson Education, Inc. All Rights Reserved Internet Gambling44 Liquormart, Inc. v. Rhode Island suggested a skepticism from the U.S. Supreme Court about a state's interest in protecting citizens, when it came to First Amendment protections Lack of international cooperation and the WTO Computer Forensics and Cyber Crime, 3rd ed. Marjie T. Britz Copyright © 2013 by Pearson Education, Inc. All Rights Reserved Internet Gambling Regarding international, online gaming: Online casino gambling flourishes, appealing to U.S. citizensComplaint about U.S. laws, when presented to the WTO, apparently limits them to their original scope, so would not
  • 13.
    apply beyond thoseoriginal circumstances/situations Computer Forensics and Cyber Crime, 3rd ed. Marjie T. Britz Copyright © 2013 by Pearson Education, Inc. All Rights Reserved Future Issues and ConclusionsTension between providing for free flow of information, protected by First Amendment, and compelling interest to protect childrenHowever, questions remain about protections and technologically-generated or technologically-altered images 5/15/2020 Draft CHAPTER 2. LITERATURE REVIEW Scoring Guide https://courseroomc.capella.edu/bbcswebdav/institution/PSY- FP/PSY- FP5201/191000/Scoring_Guides/a02_scoring_guide.html 1/2 Draft CHAPTER 2. LITERATURE REVIEW Scoring Guide CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED Describe an area of research. Does not describe an area of research.
  • 14.
    Identifies, but does notdescribe an area of research. Describes an area of research. Describes an area of research and justifies the choice. Describe the significance of the chosen topic. Does not describe the significance of the chosen topic. Identifies, but does not describe the significance of the chosen topic. Describes the significance of the chosen topic. Describes the significance of the chosen
  • 15.
    topic and supportsstatements with the literature. Explains and justifies the implications of the new knowledge for stakeholders (for example, members of the community, individuals, and professionals that serve the population.) Summarize sources applicable to the theoretical background of the chosen topic. Does not summarize sources applicable to the theoretical background of chosen topic. Cites, but does not summarize sources applicable to the theoretical background of chosen topic. Summarizes sources applicable to the theoretical background
  • 16.
    of chosen topic. Summarizes sourcesapplicable to the theoretical background of chosen topic. Connects common themes and discusses counter opinions. Considers theory in light of seminal works by theorists. Summarizes sources applicable to the history of the chosen topic. Does not summarize sources applicable to the history of the chosen topic. Cites, but does not summarize sources applicable to the history of the chosen topic. Summarizes sources applicable to the history of the chosen topic.
  • 17.
    Summarizes sources applicableto the history of the chosen topic.Sheds light on the historical context and dominant themes in the evolution of the topic; connects common themes and discusses counter opinions. Summarize sources applicable to the best practices for engaging in research. Does not summarize sources applicable to the best practices for engaging in research. Cites, but does not summarize sources applicable to the best practices for engaging in research. Summarizes sources applicable to the best practices for
  • 18.
    engaging in research. Summarizes sourcesapplicable to the best practices for engaging in research. Connects common themes and discusses counter opinions. Describes data collection strategies, research procedures, and approaches for conducting and reporting research. Summarize sources that add significance and relevance to the knowledge base of psychology. Does not summarize sources that add significance and relevance to the knowledge base of psychology. Cites, but does not summarize sources that add significance and relevance to the knowledge base of psychology.
  • 19.
    Summarizes sources that add significance and relevance to the knowledge baseof psychology. Summarizes sources that add significance and relevance to the knowledge base of psychology. Connects common themes and applies the relevance and significance to real work examples in the field. Indicates how the chosen sources help investigators identify topics that are well understood and other topics that represent gaps in the knowledge base and the need for further study. Creates scenario that illustrates the need for new research. 5/15/2020 Draft CHAPTER 2. LITERATURE REVIEW Scoring Guide https://courseroomc.capella.edu/bbcswebdav/institution/PSY- FP/PSY- FP5201/191000/Scoring_Guides/a02_scoring_guide.html 2/2 CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
  • 20.
    Identify practices and research guidelinesthat address respect for individual differences and diversity. Does not identify practices and research guidelines that address respect for individual differences and diversity. Identifies practices and research guidelines that address respect for individual differences and diversity, but the connection to respect for individual differences and diversity is unclear. Identifies practices
  • 21.
    and research guidelines that address respect for individual differences and diversity. Identifiespractices and research guidelines that address respect for individual differences and diversity. Addresses individual variation and diversity within and across groups. Adhere to APA style and formatting guidelines; writing is concise and well organized. Does not adhere to APA style and formatting guidelines; writing is concise and well organized. Adheres to APA style and formatting guidelines
  • 22.
    inconsistently; writing is frequently not conciseor well organized. Adheres to APA style and formatting guidelines; writing is concise and well organized. Adheres to APA style and formatting guidelines; writing is concise and well organized in a way that enhances the message and supporting points; writing reflects the quality and expertise expected for academic work. OVERVIEW Synthesize conceptual information pertinent to the research question; this is information that you extract from the articles selected for this review. Submit a draft literature review. Note: Developing a research proposal requires specific steps that need to be executed in a sequence. The assessments in this course are presented in sequence and must be completed in order. You may only turn in one assessment at a time. Subsequent submissions should include highlighted changes. Literature Review A literature review is a classification and evaluation of what
  • 23.
    scholars and researchershave written on a topic, organized according to a guiding concept, application, or practice, such as the topic that you have selected to develop your Integrative Project (Research Proposal): Chapters 1–5. Your objective is to demonstrate your ability to recognize significant and integral information, to synthesize and evaluate that information, and to provide a description, summary, and critical evaluation of each work. The purpose is to offer an overview of significant literature published on your topic. The process of finding, reviewing, synthesizing, and writing the literature review provides greater definition to the theoretical framework and gives you a strong foundation from which to work when developing your actual application or intervention. Your Literature Review (CHAPTER 2) should include a conceptually organized synthesis of the results of the review that clearly delineates what is known, what is not known, and what is controversial regarding your topic or area of practice. The process will also give you a strong foundation from which to work when developing your methodology in CHAPTER 3. It may be helpful to use the following questions as you review the literature: · What findings are pertinent to your specific issue? · Are the concepts key to the research as you prepare the Literature Review? Analyze the relationships among the related studies instead of presenting a series of seemingly unrelated abstracts or annotations. "The introduction should motivate the study. The reader should understand why the problem should be researched and why the study represents a contribution to existing knowledge" The study should be motivated by its scientific importance. By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: · Competency 1: Determine the scientific merit of the professional literature. Evaluate sources applicable to the
  • 24.
    history of thechosen topic. . Summarize sources applicable to the theoretical background of chosen topic. . Summarize sources applicable to the history of the chosen topic. . Summarize sources applicable to the best practices for engaging in research. . Summarize sources that add significance and relevance to the knowledge base of psychology. · Competency 2: Apply theoretical and research findings from the discipline of psychology to professional and academic activities. . Describe an area of research. · Competency 4: Embrace, respect, and respond to individual differences and diversity in the practice of psychology. . Identify practices and research guidelines that address respect for individual differences and diversity. · Competency 5: Communicate psychological concepts effectively using the professional standards of the discipline. . Describe the significance of the chosen topic. · Competency 6: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the psychological profession. . Adhere to APA style and formatting guidelines; writing is concise and well organized. APA Resources Because this is a psychology course, you must format this assessment according to APA guidelines, since it is the writing style of the profession. Use the following resources to guide your work. Additional resources about APA can be found in the Research Resources in the left navigation menu of your courseroom. · American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author. . Chapter 7, "Reference Examples."
  • 25.
    . Chapter 6,"Crediting Sources."Required Resources The following resources are required to complete the assessment. · Qualitative Integrative Project Template [DOCX]. · Quantitative Integrative Project Template [DOCX]. Suggested Resources The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. Project Guide · PSY-FP5201 – Integrative Project for Master's Degree in Psychology Library Guide. Drafting a Literature Review · Literature Review Process. · Locating Common Themes in a Literature Review. · Purdue Online Writing Lab. (n.d.). Literature reviews. Retrieved from https://owl.purdue.edu/owl/teacher_and_tutor_resources/teachin g_resources/writing_workshops_for_graduate_students/graduate _writing_workshops_literature_reviews.html · Center for Research Quality. (2015). Literature reviews: Common errors made when conducting a literature review [Video]. | Transcript. Retrieved from https://www.youtube.com/watch?v=NiDHOr3NHRA Writing Resources The resources listed below are relevant to the topics and assessments in this course and are not required unless noted otherwise. · Bui, Y. N. (2014). How to write a master's thesis (2nd ed.). Thousand Oaks, CA: Sage Publishing. · Galvan, J. L., & Galvan, M. C. (2017). Writing literature reviews: A guide for students of the social and behavioral sciences (7th ed.). New York, NY: Routledge. . Chapter 4, "General Guidelines for Analyzing Literature."
  • 26.
    . Chapter 8,"Synthesizing Literature Prior to Writing a Review." . Chapter 9, "Guidelines for Writing a First Draft." . Chapter 10, "Guidelines for Writing a Coherent Essay." · Use the free Smarthinking tutoring service to receive feedback on your writing. Assessment InstructionsPreparation For this assessment, you will submit the current draft of your literature review for feedback and grading. Do not organize the paper by referencing each article in order one by one. Your task is to synthesize conceptual information pertinent to the research question; this is the information that you extract from the articles selected and thematically review and summarize. Plan to identify articles and research that: · Describe an area of research. . Describe the area of research chosen and justify the choice. · Summarize sources applicable to the theoretical background of the chosen topic. . Provide information about theoretical underpinnings such as empirical or behavioral or constructivist and humanistic orientations of the literature reviewed. · Summarize sources applicable to the history of the chosen topic. . Shed light on the historical context and dominant themes in the evolution of the topic; connect common themes and discuss counter opinions. · Summarize sources applicable to best practices for engaging in research. . Describe data collection strategies, research procedures, and approaches for conducting and reporting research. · Summarize sources that add significance and relevance to the knowledge base of psychology.
  • 27.
    . Indicate howthe chosen sources help investigators identify topics that are well understood and other topics that represent gaps in the knowledge base and the need for further study. . Create a scenario that illustrates the need for new research. · Identify practices and research guidelines that address respect for individual differences and diversity. . Address individual variation and diversity within and across groups. · Organize and summarize sources thematically. Your task is to present current considerations important to investigators and to indicate ramifications for stakeholders that rely on the current knowledge base. Use illustrative examples to explain and highlight key concepts. Good reviewers share with their audience evidence-based assessments of the current state of knowledge. This assessment is one component of the integrative project. It is expected that you will continue to refine this literature review before submitting the final project. Walkthrough: You may view the following walkthrough video to help you complete the Draft Chapter 2 Literature Review assessment: · Draft Chapter 2 Literature Review Walkthrough.Instructions Use the appropriate template (qualitative or quantitative) to complete this assessment. You are required to use the entire template each time you submit your assessment, but only the sections identified in the assessment instructions will be graded for that submission. Anticipate multiple revisions of each chapter. Please note: It is important to keep in mind that paragraphs are not comprised of two sentences and paragraphs should be indented. Additionally, refrain from quoting unless paraphrasing disrupts the integrity of the original quote. If direct quotation is used, it should be in the proper APA format.Additional Requirements · Font and spacing: Times New Roman, 12-point font, double- spaced pages.
  • 28.
    · Style andformat: Follow the current APA guidelines for style and format. Running head: ABBREVIATED TITLE OF YOUR PAPER 1 ABBREVIATED TITLE OF YOUR PAPER 2Full Title of Your PaperNameCapella UniversityAbstract Leave this blank until Chapter 4. It is necessary to complete the abstract after the entire project has been developed. The abstract contains an abbreviated overview of the entire project. This overview will reference the following elements of the project: The Research Question_________________________________ The Research Problem: _____________________________________ The Significance of the Study: _______________________________ Theory or theories that apply to the concepts associated with the RQ: ________________ A Narrative describing the qualitative approach planned, implications for stakeholders, significance to the scientific community, and a description of expected results. The abstract is one concise paragraph. Keywords: [Add keywords here.] Table of Contents CHAPTER 1. INTRODUCTION 1 Background of the Study 1 Statement of the Problem 1 Purpose of the Study 1 Significance of the Study 1
  • 29.
    Research Question 1 Definitionof Terms 1 Research Design 1 Summary 1 CHAPTER 2. LITERATURE REVIEW 1 Theoretical Orientation for the Study 1 Review of the Literature 1 Synthesis of the Research Findings 1 Critique of Previous Research Methods 1 Summary 1 CHAPTER 3. METHODOLOGY 1 Purpose of the Study 1 Research Question 1 Target Population 1 Recruitment Strategy 1 Sampling Design (purposive for qualitative) 1 Procedure 1 Analysis 1 Ethical Considerations 1 CHAPTER 4. EXPECTED FINDINGS/RESULTS 1 CHAPTER 5. DISCUSSION 1 Implications 1 Methodological Strengths and Weaknesses 1 Suggestions for Future Research 1 CHAPTER 1. INTRODUCTION The debate on whether reading moral stories build characters has been an incessant one. This is the question that will be answered in this paper. The purpose of this paper is the study the above-mentioned claims. This paper involves the use of qualitative research methods. Multiple forms of data will be gathered (Narvaez, 2001). There exists a long-standing assumption that children raise their moral literacy level through the consuming content that are moral in nature is highly questionable in light of what is currently known concerning all the relevant fields, moral comprehension plus text
  • 30.
    comprehension. The assumptionpushed concerning traditional character educators that children curate their moral literacy from hearing and reading moral stories is challenged by several research findings. Firstly, research regarding text comprehension shows that readers do not necessarily process texts the same way because of differences in reading skill as well as background knowledge. Moreover, moral comprehension research shows that moral arguments are processed in a different manner due to differences in moral schema development. Additionally, moral texts that are provided with moral reasoning are understood and modified in a different manner by readers who possess varying moral schemas. Lastly, children do not derive the same moral story themes that were intended by the writer. However, before delving into the relevant research one must first examining what the traditional character educators said about this topic. This is covered below (Nash, 1997). Background of the Study What do we know so far about the area of the literature that you reviewed? Character education as an independent area of research emanated from early studies carried out in the 1960s. It was spurred by repeated incidences of bullying and violence in schools (Bellous, 2009). The proposal into the study of character education led to the in-depth analysis of how character can be developed through different means. The late 1980s showed a development of the programs that were initiated to ensure character development. In the 21st century, states as well as district schools have implemented character building curriculums in their studies. The world has experienced a degradation of character over the past years (Bohlin, 2005). The extents of the degradation in youths have led to demands of three fundamental aspects in relation to character development. Firstly, human beings need good character, secondly, schools are the appropriate surroundings where character education can take place and
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    lastly, construction ofethics in the society is dependent on the actualization of character education. For some morality ministers, interest in character education is pushed by a general perception that cultural values are decreasing in society and youth disorders are on the rise. Robert Nash even branded traditional character education advocates as declinists. According to his view, America is on its way to a catastrophe of grand proportions if nothing is done to modify the erosion of the country’s fundamental values. According to supporters of traditional character education, the consumption of virtue stories is one of the crucial pillars of moral education. These advocates contend that visibility and exposure to virtue stories possesses a formative impact on one’s moral character. Nash (1997) elaborates how declinists point out the importance of inspiring books and virtuous stories due t the fact that these texts contain the aspirations and motivations of moral heroes who are plagued with a wide array of moral conflicts. When children read these texts, they begin to learn and understand traditional moral values. This in turn leads them to latch onto these heroes and start to emulate them (Narvaez, 2001). What do you think we need to know to advance the knowledge base? Modern research has basically disconfirmed the theory of the passive reader. Readers have actually been discovered to be active learners. They tend to use their prior knowledge to allow for the strategic construction of meaning from a text. Simply put, whenever a child reads and recalls text, he/she will try to devise a coherent understanding of the text through the integration of text information with prior knowledge about the environment/world (Gill, 2009). Reading theorists have contended that schemas which are basically generalized knowledge structures that are relevant to the discourse lead the construction of the mental form of the text when one is reading. A good example of this is when someone reads the following text, “Owen looked both ways before he crossed the road”. In order for one to understand this text, the reader has to first infer
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    several things fromthe common knowledge about the real world. These inferences begin with the fact that cars are driven on roads; Owen is crossing a road that has traffic on both sides; there is a high likelihood that Owen is walking; cars can be hazardous to pedestrians; Owen is crossing the road in order to get to the other side, among other types of inferences. If one did not possess such knowledge of the world then it would be hard to understand them passage and it would be even more difficult to imagine what was taking place. The set of inferences that are taken from world knowledge can be linked in the reader’s mind through a schema or an overall knowledge structure that represents “crossing a road.” The schema is activated by a stimulus configuration that is similar to previous stimuli or one’s own personal experiences (Bebeau, Rest, & Narvaez, 1999). How will this new knowledge serve the stakeholders (scientists, care providers, families, patients, institutions) that may in turn be served by implementation of new developments? Stakeholders should take into account all the points that have been made with the new research and relinquish their simplistic understanding concerning the reading of moral stories to build character. In addition to this, they should also reconsider their view concerning character itself as a collection of traits to be nurtured and developed. Such a way of viewing things does not match with the current conceptualizations that personality has or the new approaches to character education. The stakeholders have to attend to the following points: · Themes can be made up by the reader but not in an easy or automatic manner. · Active reading is a given. · Reader acquire different types of information from a text based on their specific background e.g. expertise. · Readers do not technically understand the information or message in the way the author intended it to be perceived. · Moral messages are a specific kind of theme that the reader put together. They are influenced by one’s reading skills as well
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    as their moraldevelopment. Statement of the Problem Identify the gap in research or the need for additional research in your area. The research done on the character development as a result of reading has been an extensive one. The relationships of handling the problems related to issues of character have been fundamentally expounded in the research. Current existing research has affirmed the premise that reading moral stories does develop characters. However, there still remains a gap in the explanation of how specific character traits can be developed from reading (Almerico, 2014). Much is unknown concerning how students derive specific themes, such as honesty and integrity from reading moral stories. Additionally, how the implement them in their daily live and whether they succeed or fail is significantly a major hiatus in the research. Researchers have to examine the specific elements that are required for the extraction of the moral theme and the manner in which student use can be facilitated. If armed with such knowledge then they will be able to study whether or not moral theme extraction is a matter that can be taught (Lickona, 2004). Purpose of the Study The late 1980s saw two researchers Kohlberg and Erikson delving into the study of the adolescent mind as well as the need of such a mind to function in the society (Bohlin, 2005). The character development programs that were later developed were inspired by the results of these studies which did not focus on specificity (Bellous, 2009). The result of this was that the programs were intended to address general character development and therefore, could not be used in aligning with the specific character development. Reading is one of the ways through which individuals gain knowledge. While it has been established that reading of moral stories can help in the development of character, the detachment of the specific character trait as a theme from the moral stories
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    is a problem(Almerico, 2014). This problem deserves new research since researchers and traditional characters educators do not know how to make sure that children end up with the proper moral message of the stories they read. An inconsistency pushed by traditional educators on this matter needs to be resolved (Seefeldt, 2013). These individuals are able to advocate for teaching character and even emphasize its crucial characteristics but they are quiet on how it can be properly taught (Froh & Bono, 2014). There is an assumption that if readers are exposed to morality by way of an inspiring book then they will latch onto the concept off contact alone. While further research has evidenced the fact that reading moral stories develops moral character, there is little research which addresses the issue of moral comprehension, text comprehension and knowledge of relevant fields. The research existing with regard to the comprehension of texts proves that not everyone will understand a text in a similar manner. The differences arise because of the skill of interpretation as well as the background knowledge. For example, not every child will retain knowledge and make connecting inferences from the story they have read. Additionally, moral comprehension argues that the development of morals is understood with much reference to the development of moral representations. Therefore, what one person may construe to be morally upright, another person will construe it to be wrong. The research to answer the question of effect of reading on the established moral schemas is not sufficient. Declinists of the theory have also pushed forward the assumptions which are used by the proponents of the theory and which are not substantially proven by the research. Some of these assumptions include the fact that reading tends to be passive, that every reader will get similar information from the text, that every information intended to be received by the author will be gotten by each individual, as well as themes present in the text are easily accessible to the reader. Research asserting these assumptions are still inexistent or insufficient in augmenting the premise of the proponents of the theory that
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    reading moral characterbuilds morals. Significance of the Study This study will be instrumental in the development of different types of moral development stages. It is prudent to note that research has proven that while reading is one way of teaching character development, it is not efficient as it limited by the retention capabilities of the students (Almerico, 2014). Understanding theme extraction does not encompass only how themes are lifted from moral stories but also entails how they aligned with the life of the individual. This will significantly influence the relevant stakeholders to come up with stages that aim to ensure that the students achieve character development gradually. The results of this study promise to advance the scientific knowledge base demystifying theme extraction. This is matter of particular difficulty for children and strategies that will help children learn to generalize from a story need to be examined. Researchers are still unaware of what happens at the most fundamental levels. The elements that are used by a reader to generalize a lesson are still not fully known (Bebeau, Rest, & Narvaez, 1999). This study will also be instrumental in establishing the role of moral sensitivity and reasoning. Addressing these major themes will be answering the question of what can be done as well as the question of what if with regard to the question. Another area where this study will be significant will be moral motivation since this study shall focus on the personal identity of subjects and how such identities affect moral extraction. The main question with regard to this theme will be the personal conviction that led to the choice of the specific choice or action. Deductively, this study will be significant in establishing in- depth research in moral extraction, moral sensitivity and reasoning as well as moral motivation and their relationship to the research question. Research Question The research question, “Does the reading of moral stories build
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    character?” is aqualitative question. Research has shown that children do not necessarily comprehend the theme of a story as it was intended by the author. Although a large number of children can generate and even select a theme after being prompted; the choice is often wrong according to the author perspective or an adult’s. This begs the questions, “What sort of themes do children come up with/generate?”. Definition of Terms Readers are not passive adaptors or assimilators of textual data. Rather, they are actively constructing meaning through the application of their prior knowledge to the context of the text. As a result of constructive and active, reader do not leave with the same mental representation when they have read a text. There exists no good reason to suppose that children will take away the intended meaning from reading a story. Instead, it is highly likely that children will devise the meaning of story based on prior knowledge. This leads one to question whether or not moral development research has any contributions to this matter (Narvaez, 2001). Reader- A person who reads or who is fond of reading (Lewis, 2005); Passive Adaptors- A person who while reading, does not take keen notice of the writings and the deep meaning associated with the same ( Helterbran, 2009). Assimilators- A person, and especially a child, who takes up knowledge ( Helterbran, 2009). Constructive Reading- This is reading while being cognizant of the intended meaning of the author (Lewis, 2005). Morals- the intentions and decisions of a person that influences the actions of the person and which is derived from a sense that may be either good or bad ( Helterbran, 2009). Moral Development- This is the growth in the moral principles as held by an individual ( Helterbran, 2009). Research Design The research will be a qualitative research. Findings will be collected through a variety of ways or methods. Subjects of
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    the study shallbe selected from a select group of individuals with the ability to read. Content analysis will be used for analysis purposes to look at how the words and images are used. Additionally, the context in which these things are used to draw inferences concerning the underlying culture. In-depth interviews and focus groups will also be used too. All these methods will be used in accordance with the APA code of ethics. Notably, confidentiality is paramount and so is informed consent. The researcher will choose the qualitative research because it will be more elaborative of the probability of character building as a result of reading moral stories. Additionally, data from the research will be instrumental when referring to previous data on the same. The researcher while using the qualitative research will utilize the grounded theory research design. This design is chosen so as to divert away from the conventional research existing on the development of character from reading and ensure a clear understanding of the process to be able to come up with a better explanation to the same. As it has already been established, many researchers have affirmed the fact that readers do develop character from reading stories. This theory shall, therefore, use the existing knowledge on moral development to understand the concept behind moral development while trying to find logical explanations of the assumptions used by the proponents of the theory. Summary The purpose of this paper is to study the claims made by traditional educators concerning this matter. The assumption that children grow their moral literacy through the reading of moral stories is highly questionable in light of what is already known concerning all of the relevant fields plus text and moral comprehension. CHAPTER 2. LITERATURE REVIEW Note, this is typically the entry point for beginning the project. It is important to understand that the project is iterative. You
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    will work on,change and refine all elements of the project. You will begin by understanding and synthesizing what is known so far in the Literature Review, (Chapter 2). Theoretical Orientation for the Study The Literature Review provides detailed information about theory that applies to the research topic, theory that applies to the research method, population(s) studied and key concepts under review. Seminal and current sources are analyzed and evaluated thematically. The research problem is identified. Review of the Literature It is essential that the literature review be organized with reference to themes identified in articles that you have read. It is not acceptable to organize the literature review article by article or one article at a time. You need to include 5 or more current research articles for your literature review and review the research design, the research question, the research hypothesis, the sample demographics, the methodology and what instruments were given and how, the data collection and process, the data analysis procedures and the findings, the best practices and guidelines related to diversity and ethical issues. This is not an annotated bibliography. Synthesis of the Research Findings Synthesize the research reviewed in the review of the literature section. Critique of Previous Research Methods Critique the research reviewed in the review of the literature section. Summary Add a brief summary CHAPTER 3. METHODOLOGY Purpose of the Study The introductory paragraph addresses the research problem or proposes to fill the gap in the literature. It includes the purpose of the proposed research and presents formally the Research
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    Question. The purposeis to answer the research question. State your Research Question in the form of a question in the introductory paragraph for Chapter 3. As you prepare this section of this chapter review the characteristics of Qualitative Research Questions: 1. Qualitative Research questions ask for description and interpretation of phenomena through the identification of socially constructed themes and categories. 2. Qualitative questions address concepts associated with thoughts, feelings, and actions that are not necessarily accessible with empirical methods of measurement. 3. Qualitative data take the form of stories, narratives and observations. 4. Qualitative questions identify the target population and phenomena under consideration. 5. Qualitative questions do not test empirically measured data. Research Question Conclude the introductory paragraph to Chapter 3, by writing out the Research Question. Add your constructs. Target Population As you describe the target population you will include: Information about the number of participants. Information about inclusion and exclusion criteria; describe how you decide who can participate in the study and who cannot. Recruitment strategy Sampling design (purposive for qualitative) Procedure As you describe the procedures you will include: Information about materials used for data collection. Information about the location where data collection takes place Information about the time required for data collection Information about the instruments used to collect data. Instruments used vary widely and can include audio and video recording equipment, pen and paper, interventions, observation journals, member-checking documents and so on, depending on
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    the requirements indicatedin the research question. Information about the order of steps taken to obtain data. Information about how data will be recorded and transferred into a transcript or documents, audio or video, ready for analysis. When using an interview guide or observation check sheet that is also included. Analysis Analysis describes strategies for analyzing the narratives offered by participants. Once the data has been transcribed into a format for interpretation, typically “words on the page”, and then it can be interpreted. Analysis uses strategies that interpret meaning components from words, phrases and narratives into interpreted conceptual descriptions across transcripts.Ethical Considerations The APA Code of Ethics that apply to your study and research design should be addressed, including both APA standard and principles. CHAPTER 4. EXPECTED FINDINGS/RESULTS For the expected findings/results, use the literature reviewed in Chapter 2 To anticipate findings that are likely to result from the collection and interpretation of data. Note: that some results that are not expected are possible and should be addressed in this chapter. CHAPTER 5. DISCUSSION Implications Implications of the potential results are discussed, implications for wide range of potential stakeholders is addressed, significance to the scientific community and the potential to address the research problem is discussed, limitations of the study are addressed, and suggestions for future research are
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    offered. Methodological Strengths andWeaknesses Suggestions for Future Research The suggestions for future research should close the gap on the methodological limitations. References Almerico, G. M. (2014). Building Character through Literacy with Children's Literature. Research in Higher Education Journal, 26. Bebeau, M. J., Rest, J. R., & Narvaez, D. (1999). Beyond the Promise: A Perspective on Research in Moral Education. Educational Researcher. Bellous, J. E. (2009). J. Russell, how children become moral selves: Building character and promoting citizenship in education. Studies in Philosophy and Education, 28(2), 189-192. Bohlin, K. (2005). Teaching character education through literature: Awakening the moral imagination in secondary classrooms. Routledge. Froh, J., & Bono, G. (2014). Making grateful kids: The science of building character. Templeton Foundation Press. Gill, D. W. (2009). Becoming Good: Building Moral Character. Intervarsity Press. Helterbran, V. R. (2009). Linking character education and global understanding through children's picture books. Kappa Delta Pi Record, 45(2), 69-73. Lewis, B. A. (2005). What do you stand for? For teens: A guide to building character. Free Spirit Publishing. Lickona, T. (2004). Character Matters: How to Help Our Children Develop Good Judgement, Integrity and Other Essential Virtues. Simon and Schuster. Narvaez, D. (2001). Individual Differences That Influence Reading Comprehension. Reading Comprehension Instruction,
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    158-175. Nash, R. (1997).Answering the Virtuecrats: A Moral Conversation on Character Education. Teachers College Press. Seefeldt, A. (2013). Books Building Character. Running head: AUTISM SPECTRUM DISORDER: DIAGNOSES AND SYMPTOMS 1 AUTISM SPECTRUM DISORDER: DIAGNOSES AND SYMPTOMS MANAGEMENT 13 Autism Spectrum Disorder: Diagnoses and Symptoms
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    ManagementRaCapella University Capstone April 2020Abstract DoLatino Children that get diagnosed for Autism Spectrum Disorder (ASD) early between 18 to 24 months manage symptoms better than Latino children who are diagnosed late after 24 months? This is the bases for the research study. The significance of the study is that it will examine cases of Latino children not only in the United States, but in Venezuela as well. This data can be used to review diagnoses and determine if being diagnosed early with ASD leads to better symptoms management. Autism Spectrum Disorder is guided by cognitive and social psychological theories. These frameworks are empirically supported behavioral orientations. Prospective participants will be identified through community outreach efforts, and partnerships with clinics and autism network partners. The scientific community will benefit from the research, as data related to the late diagnoses will be shared with necessary stakeholders. Keywords: Autism Spectrum disorder, early diagnoses, late diagnoses, Latino children
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    Table of Contents CHAPTER1. INTRODUCTION…………………………………………………… ………. 5 Background of the Problem ..6 Statement of the Problem 8 Purpose of the Study 9 Significance of the Study 10 Research Questions 10 Definition of Terms 11 Research Design 11 Summary 12 CHAPTER 2. LITERATURE REVIEW…………………………………………………..…13 Theoretical Orientation for the Study 13 Review of the Literature 14 Synthesis of the Research Findings 18 Critique of Previous Research Methods 20 Summary 21 CHAPTER 3. METHODOLOGY…………………………………………………… ………22 Purpose of the Study 22 Research Question and Hypotheses 22 Research Design 23 Target Population and Sample 23 Procedures 25 Ethical Considerations 27 CHAPTER 4. EXPECTED FINDINGS/RESULTS…………………………………………29 CHAPTER 5. DISCUSSION………………………………………………………… ……...32 Implications .. 32 Methodological Strengths and Weaknesses 33
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    Suggestions for FutureResearch 34 CHAPTER 1. INTRODUCTION Research shows that Latino children are diagnosed late for ASD. The problem is to find out if children who are diagnosed between 18 and 24 months manage their symptoms better than children who were diagnosed late which is after 24 months. Research from Moody et al., (2013) shows that Latino children are diagnosed with ASD after 24 months of age. Studies have shown that some Latino children are diagnosed for ASD at 53 months (Moody et al., 2013), which is well past the Center for Disease Control and Prevention (CDC) guidelines of diagnoses between 18 and 24 months (CDC, 2019). In contrast, white children are screened and diagnosed for ASD before 24 months of age (Becerra, Von-Ehrenstein, Heck…Ritz, 2014). Research is needed to determine if Latino children who are diagnosed early within the recommended timeframes, manage their ASD symptoms better than children who are diagnosed late. Autism Spectrum Disorder is complex and there are still many unknowns regarding the disorder (Harris et al., 2019). Therefore, the themes surrounding ASD may vary. Social learning theoretical frameworks have assisted in identifying ways to prevent ASD diagnosing disparities by studying the children and their surroundings (Penner et al., 2013). Ethical procedures will include making sure all participants have signed HIPAA consents and are explained the parameters of the study. The standards will include adhering to the ethics code sections 8 and 9 from the American Psychological Association. Autism Spectrum Disorder in Latino children remains significantly lower than that of White children (Moody, Harris, Zittleman, Nease, Jr., & Westfall, 2019). Latino children are also diagnosed later than the recommended timeframes (Moody, et al., 2019). ASD diagnoses may include a myriad of symptoms. This leads to questions regarding symptoms management and if children who are diagnosed early manage symptoms better than children who are diagnosed late.
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    Screenings and diagnosesafter 24 months are considered later than the norm (Montiel-Nava, Chacin & Gonzalez-Avila, 2017). The later the child is diagnosed can lead to additional symptoms or more severe symptoms (Koegel, Koegel, Ashbaugh & Bradshaw, 2013). Individuals with ASD often exhibit aggression, tantrums, and self-injury. These behaviors are often secondary symptoms that may develop if not addressed properly (Koegel, et al., 2013). This proposal will advance the psychology field by designing a study to examine early and late diagnoses, and to determine if children who are diagnosed early manage their symptoms better. The proposal will address what is currently known about ASD diagnoses in Latino children, what is known in children who are diagnosed early and how symptoms are managed in each group. According to Amaral (2017; Moody, et al., 2019), some possible reasons for late diagnoses includes language barriers, mental health stigmas, and reduced health literacy. The results of literature reviews, health record reviews and interviews will be essential to the comparative study. The study will review early and late diagnoses and determine if being diagnosed early; as opposed to being diagnosed late, leads to better symptoms management. The study is quantitative, as it gathers opinions from parents, mental health therapists and medical records reviews. This information is then turned into statistical data that can be tracked and trended. Background of the Study Burnside, Wright and Poulin-Dubois, (2017) states that Autism Spectrum Disorder is a neurodevelopmental disorder. This disorder can cause deficits in a person’s personality and behavior. This relates directly to Latino children because when these children experience ASD symptoms, they may be deemed as disruptive or labeled to have a behavior problem (Moody, et al., 2019). Children who are diagnosed early may avoid many symptoms associated with ASD (Zuckerman, 2014). Many of these children are not yet diagnosed with ASD, so, there are often few supports available to assist in managing their
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    symptoms. ASD affectseach child differently and may include a range of symptoms (Amaral, 2017). If the child does not have the proper ASD diagnosis or has not been diagnosed yet. It is important to know the background of the disorder and how it directly relates to the population being studied. There is a large discrepancy in Latino populations receiving late diagnoses for autism (Montiel-Nava, Chacin & Gonzalez-Avila, 2017), as opposed to being diagnosed on time. The timing of the diagnoses is an important factor, because this can determine the severity of the symptoms. In addition, the longevity of undiagnosed or late ASD diagnoses may make the symptoms unmanageable. So, it is very important to review how parents, school officials, physicians and other stakeholders manage the symptoms of each population. This population refers to children who are diagnosed early and children who are diagnosed late. Latino parents expressed concern regarding their child’s developmental difficulties at 17 months; however, children were not were diagnosed until 36 months later (Montiel-Nava, Chacin & Gonzalez-Avila, 2017). Latino children are diagnosed on average at 53 months (CDC, 2020). This is much later than the CDC recommended timeframes of 18 to 24 months (CDC, 2020). As a researcher, it is important to compare the timeliness of the diagnoses and see if being diagnosed early leads to better management of ASD symptoms. Early diagnoses have been linked to improved long-term developmental outcomes (Zuckerman et al., 2014), and late diagnoses could lead to severe behavioral problems. Once early diagnoses and late diagnoses are reviewed and symptoms managements is compared, steps can be taken to design additional studies, implement interventions, and develop outreach programs for these populations. The data obtained from the study will assist Latino parents in managing their child’s symptoms and locating resources for ASD. This information will also help families make better decisions about their children’s health and could help to eliminate the stigmas around autism spectrum disorder
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    in Latino communities. Statementof the Problem Managing ASD symptoms may differ in children who are diagnosed early versus children who are diagnosed late. Research support the fact that many Latino children are being diagnosed late for Autism Spectrum Disorder, (Montiel-Nava, Chacin & Gonzalez-Avila, 2017). A late diagnosis is an initial diagnosis after the recommended ASD screening of 18 months to 24 months (CDC, 2019). Many Latino children are being diagnosed after 50 months of age (Montiel-Nava, Chacin & Gonzalez-Avila, 2017). As a precautionary measure, the CDC (2020) suggests that children who has a sibling with ASD, be evaluated each year; as they might have a higher propensity for autism (CDC, 2020). Research is needed to review cases where children of early diagnoses. This research will be pivotal in determining how symptoms were managed. The problem is that comparative data is needed to investigate whether the children who are diagnosed early with ASD manage their symptoms better than the children who are diagnosed late. Several factors have attributed to the late diagnoses, so it would be interesting to see if these late diagnoses cause a problem when trying to manage ASD symptoms. Research is needed to compare symptom management and the age of diagnoses among Latino children. Montiel-Nava, Chacin & Gonzalez-Avila (2017) states that being diagnosed at a later age comes with additional symptoms. Some of these symptoms may include lower intelligence quotients, behavior and academic problems. Additionally, Hispanic children are often subjected to substandard care (Chlebowski, Magana, Wright & Brookman-Frazee, 2018) after receiving an ASD diagnosis. How these symptoms are managed depends on the severity of the symptoms and the support available for parents (Koegel et al., 2013). This proposal is necessary because more research is needed to determine if there is a difference in symptoms management based on when the child was diagnosed. A carefully designed
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    research study canask the appropriate questions and obtain the necessary data to review symptoms management. Late diagnoses of ASD is an important issue because there are serious side effects when ASD is left untreated. The longer the child is untreated, the longer they are unable to manage their symptoms and get the care they need (Martin, Sturge-Apple, Davies & Gutierrez, 2019). Purpose of the Study The purpose of the study is to review early and late ASD diagnoses in Latino children and determine if children who are diagnosed early can manage their symptoms better than children who are diagnosed late. The problem deserves new research because the number of Latino children being diagnosed late with ASD continues to increase (Montiel-Nava, Chacin & Gonzalez-Avila, 2017); however, research is needed to determine if being diagnosed early lead to better management of symptoms. The average age of Latino children at age of ASD diagnosis ranged from 53.03 months to 54.38 months (Montiel- Nava, Chacin & Gonzalez-Avila, 2017). This is a major concern because these children are not receiving culturally tailored interventions (Matsuda, Brooks & Beeber, 2016). This study will design a research study to review symptoms of children who have been diagnosed early and children who have diagnosed late. There will be comparative research to determine if the children who were diagnosed early were able to manage their symptoms better than the children who were diagnosed late. Researchers must be able to capture the feelings and concerns of Latino parents and their views on autism. Significance of the Study The research will advance scientific knowledge because it will solicit opinions from Latino parents with autistic children. Parents of the autistic children will be interviewed to discuss the age of their child at the age of diagnosis, and if they were able to manage their child’s symptoms. The study will include
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    children who havebeen diagnosed early and late. The study will rely on numbers or statistical information, the study will also focus on medical record reviews, observations, case studies. The study will add to the existing literature of ASD, as it will bring in new perspectives and examine symptoms management in depth. The inquiry is original as it will examine cases of Latino children in urban and rural areas. The study will provide evidence-based rationale and best practice models for conducting the study. This study will also focus on the feelings, actions of parents, mental health workers and children with ASD. Interviewing these stakeholders will assist with determining which group were able to manage their symptoms better than the other. Research Question Research question: Do Latino Children who get diagnosed for ASD early between 18 to 24 months manage symptoms better than Latino children who are diagnosed late after 24 months? Null Hypothesis: Latino children with ASD who are diagnosed early do not manage symptoms better than Latino children who are diagnosed late. Hypothesis: Latino children with ASD who are diagnosed early manage symptoms better than Latino children who are diagnosed late. The underlying theme is that symptoms management is determined based on when the child was diagnosed. Additional research is needed to determine if early diagnoses leads to better management of these symptoms. The research question will be answered by a carefully designed study. The study will include surveys, review of medical records, and reviews of previous research and case studies. The data will be transferred to information by pulling out the relevant information related to the research study. Each section of the research question will be analyzed, thoroughly investigated and compared with best practice methods. Definition of Terms Autism Spectrum Disorder - Autism spectrum disorder (ASD) is
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    a developmental disorderthat affects communication and behavior (National Institute of Mental Health, 2018). Early Diagnoses- Diagnoses within 18 to 24 months. Late Diagnoses- ASD diagnoses after 24 months. Latino –A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race (Aragones, Hayes, Chen, González, & Gany, 2014). Research Design This research design is quantitative. The research will be a descriptive research method. The study will use comparative data to determine which group manages symptoms the best. The design constructs will include case studies, medical record reviews, interviews and questionnaires. The research will be guided by approved psychology practices to ensure the validity of the study. The American Psychological Association’s Code of Ethics will be the outline for the research design and will be the guiding principles for assuring ethical research practices. The codes that apply to this study will include Section 8 Research and Publication, and Section 9 Bases for Assessments (American Psychological Association, 2010). These sections cover multiple ethic codes for researchers and how to properly conduct research and administer informed consents. Summary It is important to know if the timing of diagnoses make a difference in the management of symptoms. In addition, it is essentialto investigate whether being diagnosed early leads to better symptoms management. Knowing that a child is diagnosed late with ASD does not give the researcher any new information. What this means regarding symptoms are the facts that needs to be addressed. Research may determine if symptoms can be managed if they are diagnosed early, or the severity of the symptoms if the child is diagnosed late. It is also important to conduct solid research and design a research study that will be inclusive of the problem at hand. The study must include previous research, quantitative surveys, feedback from parents, and review of health records.
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    CHAPTER 2. LITERATUREREVIEW Research has shown that Latino children are diagnosed late with autism spectrum disorder (Amaral, 2017). This may also lead to difficulty in these children managing their ASD symptoms. Reasons for ethnic variations are poorly understood. Research has been conducted to identify the number of children who are diagnosed early and late, and the age at which they are diagnosed. The research does not show implicitly show the comparison of these groups and which ones manage symptoms the best, but there are various studies to show benefits of managing symptoms. This dilemma leaves a further gap for research. Further research is needed to specially address the reasons for late diagnoses. (Zuckerman, Sinche, Mejia, Cobian, Becker & Nicolaidis, 2014). Autism affects children differently, so it is important for them to be diagnosed in a timely manner. It is also important for them to manage their symptoms effectively. Delayed diagnoses could have a serious effect on children (CDC, 2020). The CDC (2020) suggests that children should be diagnosed for ASD between 18 and 24 months. A carefully designed study is needed to compare the management of symptoms for early and late diagnoses. It is also important to study this area because Latino children are not getting the resources and support that is
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    needed in orderto manage their symptoms (Moody, et al., 2019). Theoretical Orientation for the Study Autism Spectrum Disorder is guided by cognitive and social psychological theories. These frameworks are empirically supported behavioral orientations. They are supported by the need to research origins of thoughts, feelings, and behaviors (Penner, et. al, 2013). An empirically supported autism theory is the Naturalistic Developmental Behavioral Interventions (NDBI; Schreibman et al., 2015). In the NDBI, children are supported in their natural settings, which may include educational or home environments. The NDBI teach the children developmental skills and strive to improve relationships between the child and the therapist (Schreibman et al., 2015). In addition, the social psychological framework uses societal factors to determine why there are racial disparities (Penner, et. al, 2013). Albert Bandura developed a theory called the Social Learning Theory. He wanted to show how children learn behavior from their parents (Martin, Sturge-Apple, Davies & Gutierrez, 2019), and how that behavior could change based on the mental state of the child. These frameworks have also been connected to health disparities in certain populations. Social psychologists look at relevant concerns and how they contribute to autism spectrum disorder (Bandawe, 2010). Review of the Literature In the early 1960s, scientists and physicians believed that children with ASD were unlikely to respond to treatment (Schreibman et al., 2015). This led to further research by Charles Ferster and Merian DeMyer on autism and its effects on children (Schreibman et al., 2015). Autism has since become one of the fastest growing cognitive disorders in the United States, and affects about one in 59 children (Moody, et al. 2019). Autism was first classified as a disorder by Kanner and Asperger, who described these symptoms as atypical behaviors (Ousley & Cermak, 2014). Research shows that early diagnosis
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    is associated withimproved long-term developmental and family outcomes (Zuckerman et al., 2014). There needs to be a mechanism to compare the outcomes of early diagnoses and late diagnoses. This comparison would focus on how the parents responded to their child’s symptoms and if they were able to manage them effectively. One dominant theme in autism research is heterogeneity (Rudacille, 2010). Heterogeneity refers to the etiology and diversity of the disorder (Georgiades, Szatmari & Boyle, 2013). Some of these symptoms include cognitive, emotional, and social functioning that are manifested differently across subgroups of children (Georgiades, Szatmari & Boyle, 2013). Harris et al., (2019) collected data electronically through data capture tools. Participants were given multiple choice surveys and quantitative assessments. They were asked to rank their answers using a measurable scale of one to five. Data was also collected from pediatric hospital clinics and from parents of children with autism. Cases were identified through prescreening processes and parental consultations (Montiel- Nava, Chacin & Gonzalez-Avila, 2017). Data was collected by survey technicians who discarded useless surveys, checked for errors and coded the data into groups. Other methods used in literature reviews were purposive sampling. Montiel-Nava, Chacin and Gonzalez (2017) prescreened participants using clinical data and chart reviews. The researchers conducted a study of Latino children and their parents. They set up an assessment for parents, who then completed a questionnaire based on feelings surroundings autism. The parents were also asked the age of their child at diagnoses and step they took to manage their children’s symptoms. The assessment was then coded and formulated into usable quantitative data. Focus groups were conducted in English and Spanish (Zuckerman et al., 2013). The groups reviewed late diagnoses and standards for ASD. Children were recruited based on their ethnicity and their ASD diagnoses. In research it is important to maintain diversity and
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    ethical procedures toensure the authenticity of the study. Excluding diversity in research could impede the ability to generalize study results (UCSF, 2020), and may prevent certain populations from receiving much needed research. Although all of participants were Latino, there were difference Hispanic populations within the groups. The groups included individuals of Mexican, Puerto Rican, Venezuelan and Guatemalan races. Research assistants reviewed data from ASD clinics and studies (Montiel-Nava, Chacin & Gonzalez-Avila, 2017). The strength of these methods was that there was a lot of data that showed benefits of early diagnoses and late diagnoses. Some children were diagnosed during school age and physicians were able to give a more accurate diagnoses, as opposed to early diagnoses where the parents relayed symptoms to the physician (Koegel et al, 2013). However, a major weakness is that factors for late diagnoses varied. The research included several Latino populations and took into consideration, cultural and economic differences. The limitations of these methods were that the research did not explicitly compare early versus late diagnoses in percentages. Another limitation is that the researchers (Harris, et al., 2019; Moody et al., 2019) stated that many Latino children were not identified by ethnicity, which could hinder the data. For example, in Venezuela, the children are all classified as Latino, and they are not separated into subgroups (Montiel-Nava, Chacin & Gonzalez-Avila, 2017). A more intensive study would be needed if a study based on race is requested by the scientific community. When conducting autism research and reviewing the way symptoms are managed, it is important to have reliable resources. This information can add significant knowledge to the base of psychology. These articles help identify what is known and understood about ASD and what is yet to be known in this area. The current knowledge includes ASD numbers among Latino children but does not give the reasons for the late diagnoses. The research into reviewing and comparing ASD symptoms
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    management shows thatthere benefits to being diagnosed early (Zuckerman, 2014). Children who are diagnosed early between 18 and 24 months can avoid long-term ASD symptoms (Zuckerman, 2014). Identifying the way symptoms are managed could be a great educational resource in the Latino community. This could also persuade Latino parents to seek assistance for behavioral or other concerns in their children. There is a gap in research, as to the reasons for the late diagnoses. Harris et al., (2019) shows that possible factors may include lack of access to healthcare services, autism related stigmas and a lack of bilingual clinicians. The research question has been answered because Latino children who are diagnosed early are able to manage their symptoms better than Latino children who are diagnosed late. Although there is limited research on this population (Amaral, 2017), rigorous approaches have been taken to improve on the evidence from the literature. The study will make a meaningful contribution to current literature as it will review early and late diagnoses. The study will decide is early diagnoses leads to better symptoms management. This correlates directly to the hypothesis, that Latino children who are diagnosed early manage ASD symptoms better than Latino children who are diagnosed late. There are concerns that late diagnoses are not as prevalent as reported (Montiel-Nava, Chacin & Gonzalez, 2017). Opponents feel that although Latino children are diagnosed later than non- Latino children, the numbers vary too widely for comparison. Some studies report diagnoses at 24 months, while other studies show that Latino children are diagnosed after 53 months. Despite the discrepancies, the fact remains that effective management of symptoms are not often presented. If researchers can compare symptoms management of early versus late diagnoses, there is a possibility that late diagnoses may be curtailed (Moody et al., 2019).
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    Synthesis of theResearch Findings After reviewing the research, there is a need for a detailed plan to address the gaps in research. A common theme of autism spectrum disorder focuses on late diagnoses in Latino children; however, a comparison between how the symptoms are managed needs to be identified. Montiel-Nava, Chacin and Gonzalez- Avila (2017) focuses on the age of diagnoses among Latino children in Venezuela and America. The researchers show that children experience severe symptoms when they are diagnosed late. Parents stated that it was difficult to manage symptoms because they were unsure of what to do (Montiel-Nava, Chacin and Gonzalez-Avila, 2017). Furthermore, parents tried to manage behavioral concerns but did not have adequate support or skills to do so. These symptoms may include severe behavior and academic problems. This number was especially high for Latino children (Moody, et al., 2019). Children who were diagnosed early were able to receive academic and behavioral supports. Furthermore, research has shown that intensive early intervention can make a big difference in the outcomes for people with ASD (Diagnosing and Managing ASD, 2020). When the child was diagnosed early, the parents were able to request supports. Some of these supports include Applied Behavioral Analysis (ABA) therapy for their child (Amaral, 2017). Having an ASD diagnosis early on, gave parents the ability to request treatment and behavioral therapists for their child. Therefore, they were able to manage symptoms with the support of therapists and treatment plans. Research showed that when children are diagnosed earlier, they can manage symptoms better (Zuckerman, 2014). This is because parents can get the assistance that they need to help with behavioral and academic concerns. This does not mean that children who are diagnosed late are unable to manage their symptoms. All symptoms can be managed with appropriate therapy, treatment plans and medications as needed (Diagnosing and Managing ASD, 2020). However, this study focused on which group early versus late, manages their symptoms the best.
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    Harris et al.,(2019) reviewed the child when the parent was first concerned about their child’s symptoms, and the age when the child was diagnosed. Parents in both countries tried to manage their children’s symptoms even without an ASD diagnoses. The children in America and in Venezuela experienced similar diagnosing delays. Investigators wanted to find the common factors between these ASD diagnosing delays, as the children were in different countries. They decided to look at the Latino groups and study the populations individually. Harris et al., (2019) discovered that Latino populations may have many subgroups within their population. According to Campinha-Bacote (2003), other forms of cultural diversity includes religious affiliation, language, physical size, gender, sexual orientation, age, disability and more. In order to ensure individual variation and maintain diversity. The study must note characters and traits that are specific to that group and find ways to incorporate the findings into the research study. There were different Latino groups represented within the studies, and the researchers … Running head: ABBREVIATED TITLE OF YOUR PAPER 1 ABBREVIATED TITLE OF YOUR PAPER 11Full Title of Your PaperLearner’s Full Name (no credentials)Capella UniversityAbstract Leave this blank until Chapter 4. It is necessary to complete the abstract after the entire project has been developed. The abstract contains an abbreviated overview of the entire project. This overview will reference the following elements of the project: The Research Question_________________________________ The Research Problem: _____________________________________ The Significance of the Study:_______________________________ Theory or theories that apply to the concepts associated with the
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    RQ:________________ A Narrative describingthe qualitative approach planned, implications for stakeholders, significance to the scientific community, and a description of expected results. The abstract is one concise paragraph. Keywords: [Add keywords here.] Table of Contents CHAPTER 1. INTRODUCTION 1 Background of the Study 1 Statement of the Problem 1 Purpose of the Study 1 Significance of the Study 1 Research Question 1 Definition of Terms 1 Research Design 1 Summary 1 CHAPTER 2. LITERATURE REVIEW 1 Theoretical Orientation for the Study 1 Review of the Literature 1 Synthesis of the Research Findings 1 Critique of Previous Research Methods 1 Summary 1 CHAPTER 3. METHODOLOGY 1 Purpose of the Study 1 Research Question 1 Target Population 1 Recruitment Strategy 1 Sampling Design (purposive for qualitative) 1 Procedure 1 Analysis 1
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    Ethical Considerations 1 CHAPTER4. EXPECTED FINDINGS/RESULTS 1 CHAPTER 5. DISCUSSION 1 Implications 1 Methodological Strengths and Weaknesses 1 Suggestions for Future Research 1 CHAPTER 1. INTRODUCTION An introduction is a needed section in this chapter. I am sure some of what you put into your background section could be placed here. You want to give a general overview of what you are writing about. What is known so far; what information do we not know; address what themes will be identified in the lit review; qualitative or quantitative; summarize what you should find……remember this is an introduction so all of this information should be brief. This section should not be more than 1 page. Mental illness is one of the largest disabilities people face in the world. According to (What is Mental Illness, 2017), a mental illness is a disease of the brain that causes mild to severe disturbances in thought and/or behavior, resulting in an inability to cope with life’s ordinary demands and routines. What is Mental Illness (2017), also reports that there are more than 200 classified forms of mental illnesses. A few of the more common mental illnesses are depression, bipolar disorder, dementia, schizophrenia and anxiety disorders (What is Mental Illness, 2017). The topic of mental illness needs to be researched more because there can never be enough information on the subject. Since this is a worldwide issue, new information can help others develop new treatment plans, strategies, and even new medications that would be able to ease the stress of families that are caring for a person who suffers from any one of these diseases. The purpose of this research is to find out how families of different cultures cope with mental illnesses. The information provided may be very helpful for others to
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    learn new waysfrom other cultures on effective ways to deal with some mental illnesses in a new way. This research will conduct qualitative methods to gather important information. The end results should provide important information on how families from different cultures deals with mental illnesses amongst family members. [Note, the Final draft of Chapter 1 is typically written after the entire project has been completed and just prior to the Abstract. It is completed in assignment 4 and includes a description of the research problem and an explanation that describes how the research problem led to the current research question. In the introduction you will summarize briefly what is known so far about the phenomena under investigation; describe what needs to be known in order to advance the knowledge base; address briefly the major themes identified in the literature review; summarize the design approach, identify whether it is qualitative or quantitative; summarize briefly the expected results; summarize implications for the research community; and apply ethical principles and standards of psychology to the research proposal. The introduction section is added before the Background of the Study. It is important to understand that the project is iterative. You will work on, change and refine all elements of the project. In your initial submission, begin to provide an evidence-based rationale for each of the sections listed below.] Background of the Study This is were you dig into the previous research and your topic. What do we already know? Basically, what led you to your choses topic; what is the history behind your chosen topic? More than 60 million Americans have a mental illness (What is Mental Illness, 2017). This affects one in four adults and one in five children (What is Mental Illness, 2017). Research has proven that mental illnesses can be triggered by many different factors such as cancer, diabetes and heart disease (What is Mental Illness, 2017).Mental illness and mental health in general are influenced by the mixture of biological and
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    hereditary causes, psychologyand culture (Andrade, 2017). Reactions to environmental stresses, genetic factors, biochemical imbalances can also be the cause of one’s mental illness (Andrade, 2017). Mental illness affects the way people live their lives and has a huge impact on the way they view themselves as a person. Some people can’t care for themselves and must depend on someone, such as a family member, to help them. How does this illness affect the caregiver? Caring for anyone that is sick can be a hard task but caring for someone who has a mental illness such as bipolar disorder can be very challenging. When caring for a loved one, people tend to put everything else aside and make that person their focus point. At what point is this a bad thing? What do we know so far about the area of the literature that you reviewed? It is known that mental illness can affect a person’s life physically and mentally causing them to need care and support from others. Without the right support, the caregiver may become overwhelmed and frustrated at the person they are providing the care for. What do you think we need to know to advance the knowledge base? More research needs to be conducted on how families and caregivers can balance and cope with the daily tasks of caring for someone with a mental illness. How will this new knowledge serve the stakeholders (scientists, care providers, families, patients, institutions) that may in turn be served by implementation of new developments? This new information can be used to help families and caregivers formulate new and old strategies of providing care for someone who suffers from mental illnesses. This new information may help someone who has been struggling finally see there are ways of coping with taking care of the individual and maintaining their own sanity. Statement of the Problem The ideal outline here is (this is not word for word) …. We
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    know that mentalillness is a large disease that affects millions across the world__________________, we know that families and caregivers struggle to provide the necessary care for people struggling with mental illnesses while also trying to maintain their own health_____________________, we don’t know how families from different cultures cope with family members who suffer from mental illnesses__________________ Identify the gap in research or the need for additional research in your area. The need for additional research in mental health is needed because this subject will never get old and there needs to be new and accurate information available for others to relay on when looking for help. Some mental illnesses can be controlled with therapy and medications, but they are no cures (NIH, 2007). Just like any other illness, people search for answers. There can never be enough information posted and researched. Additional research can provide that glimmer of hope for a family that is looking for a guide when taking care of their loved one. Purpose of the Study This is the “why”. Here you want to state your case and try to convince the reader why we need to research this thing. Why do we need to research this? Are you resolving a problem with previous research? Are you extending a theory? Are you solving a social problem? Mental health studies save lives, relieves serious anxiety and increases quality of life. This research is being carried out because we see to many cases of families falling out over the care of their loved ones. Families are in distress because they don’t know how to balance the care of their loved ones and themselves. Caregivers are going into depression because they don’t fully understand the disease this person is dealing with and they are taking the situation person. Researchers need to understand the problems families and caregivers face when dealing with these issues. Adding more research to what is already known will provide people with more options and
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    hopeful see abetter outcome of mental health support amongst families. Why does the problem deserve new research? Are you resolving inconsistency in previous research? Extending the reach of a theory? Solving a social problem? Significance of the Study This is where we discuss the stakeholders; how will the research help there? How will what is known in this research contribute to scientific knowledge base we already have? Describe the significance of the proposed investigation by explaining how the results promise to advance the scientific knowledge base. In three sentences or more, explain how this inquiry is original. The provided information from the research will be able to give families and caregivers more information on ways they can cope with mental illness within their family. Mental health research can encourage societies and institutions to adapt more effectively to people with mental health issues, help educate their families, and to continue to build mentally stable communities. Research Question State question and whether qualitative or quantitative Articulate whether the research question is a qualitative or a quantitative question and provide a rationale. For Qualitative research questions, include your constructs. Research question: How does families from different cultures deal with mental illnesses. The information used for this research paper will be formatted using the qualitative research method. Surveys, participants, documents, and different studies will be used to provide the needed information to gain more knowledge on this subject. Definition of Terms Define the terms as they will be used in your study For a qualitative study, the definition of terms should relate to how the participants should interpret the definitions. Mental illness- Mental illnesses are health conditions involving
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    changes in emotion,thinking or behavior (or a combination of these) (What Is Mental Illness, n.d). Mental illnesses are associated with distress and/or problems functioning in social, work or family activities (What Is Mental Illness, n.d.). Qualitative research- Qualitative research is empirical research where the data are not in the form of numbers (McLeod, 2019). Qualitative researchers study things in their natural settings, attempting to make sense of, or interpret, phenomena in terms of the meanings people bring to them (McLeod, 2019). Research Design This is a qualitative study so how will you go about it? There are 5 designs associated with a qualitative method; which design will you be using (case study, grounded theory, etc). Talk about the design and why it fits your study. You will mention the relevant APA codes that will be followed in this study; but no details on how in this chapter. Discuss the method and how the question will be answered. Be sure to make mention of the relevant APA Code of Ethics, but not how you intend to address them. How you will address the codes and ensure they are adhered to will be covered in Chapter 3. Summary Add a brief summary CHAPTER 2. LITERATURE REVIEW Note, this is typically the entry point for beginning the project. It is important to understand that the project is iterative. You will work on, change and refine all elements of the project. You will begin by understanding and synthesizing what is known so far in the Literature Review, (Chapter 2). Theoretical Orientation for the Study The Literature Review provides detailed information about theory that applies to the research topic, theory that applies to
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    the research method,population(s) studied and key concepts under review. Seminal and current sources are analyzed and evaluated thematically. The research problem is identified. Review of the Literature It is essential that the literature review be organized with reference to themes identified in articles that you have read. It is not acceptable to organize the literature review article by article or one article at a time. You need to include 5 or more current research articles for your literature review and review the research design, the research question, the research hypothesis, the sample demographics, the methodology and what instruments were given and how, the data collection and process, the data analysis procedures and the findings, the best practices and guidelines related to diversity and ethical issues. This is not an annotated bibliography. Synthesis of the Research Findings Synthesize the research reviewed in the review of the literature section. Critique of Previous Research Methods Critique the research reviewed in the review of the literature section. Summary Add a brief summary CHAPTER 3. METHODOLOGY Purpose of the Study The introductory paragraph addresses the research problem or proposes to fill the gap in the literature. It includes the purpose of the proposed research and presents formally the Research Question. The purpose is to answer the research question. State your Research Question in the form of a question in the introductory paragraph for Chapter 3. As you prepare this section of this chapter review the characteristics of Qualitative Research Questions: 1. Qualitative Research questions ask for description and
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    interpretation of phenomenathrough the identification of socially constructed themes and categories. 2. Qualitative questions address concepts associated with thoughts, feelings, and actions that are not necessarily accessible with empirical methods of measurement. 3. Qualitative data take the form of stories, narratives and observations. 4. Qualitative questions identify the target population and phenomena under consideration. 5. Qualitative questions do not test empirically measured data. Research Question Conclude the introductory paragraph to Chapter 3, by writing out the Research Question. Add your constructs. Target Population As you describe the target population you will include: Information about the number of participants. Information about inclusion and exclusion criteria; describe how you decide who can participate in the study and who cannot. Recruitment strategy Sampling design (purposive for qualitative) Procedure As you describe the procedures you will include: Information about materials used for data collection. Information about the location where data collection takes place Information about the time required for data collection Information about the instruments used to collect data. Instruments used vary widely and can include audio and video recording equipment, pen and paper, interventions, observation journals, member-checking documents and so on, depending on the requirements indicated in the research question. Information about the order of steps taken to obtain data. Information about how data will be recorded and transferred into a transcript or documents, audio or video, ready for analysis. When using an interview guide or observation check sheet that
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    is also included. Analysis Analysisdescribes strategies for analyzing the narratives offered by participants. Once the data has been transcribed into a format for interpretation, typically “words on the page”, and then it can be interpreted. Analysis uses strategies that interpret meaning components from words, phrases and narratives into interpreted conceptual descriptions across transcripts.Ethical Considerations The APA Code of Ethics that apply to your study and research design should be addressed, including both APA standard and principles. CHAPTER 4. EXPECTED FINDINGS/RESULTS For the expected findings/results, use the literature reviewed in Chapter 2 To anticipate findings that are likely to result from the collection and interpretation of data. Note: that some results that are not expected are possible and should be addressed in this chapter. CHAPTER 5. DISCUSSION Implications Implications of the potential results are discussed, implications for wide range of potential stakeholders is addressed, significance to the scientific community and the potential to address the research problem is discussed, limitations of the study are addressed, and suggestions for future research are offered. Methodological Strengths and Weaknesses Suggestions for Future Research The suggestions for future research should close the gap on the methodological limitations. References
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    McLeod, S. A.(2019, July 30). Qualitative vs. quantitative research. Simply Psychology. https://www.simplypsychology.org/qualitative-quantitative.html National Institutes of Health (US); Biological Sciences Curriculum Study. NIH Curriculum Supplement Series [Internet]. Bethesda (MD): National Institutes of Health (US); 2007. Information about Mental Illness and the Brain. Available from: https://www.ncbi.nlm.nih.gov/books/NBK20369/ What is Mental Illness? (2017, December 18). Retrieved May 08, 2020, from https://www.triadmentalhealth.org/what-is- mental-illness/ What Is Mental Illness? (n.d.). Retrieved May 10, 2020, from https://www.psychiatry.org/patients-families/what-is-mental- illness
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    Running head: ABBREVIATEDTITLE OF YOUR PAPER 1 Full Title of Your Paper Learner’s Full Name (no credentials) Capella University Running head: ABBREVIATED TITLE OF YOUR PAPER 1 Full Title of Your Paper Learner’s Full Name (no credentials) Capella University Please read this article. It is long and written in 1994 at Harvard. However, do you think it applies in 2020? Why or why not? Please write 2 pages. http://jolt.law.harvard.edu/articles/pdf/v08/08HarvJLTech075.p df Here is the link; https://www.youtube.com/watch?v=iV4q4nRPyoY Watch and comment. Do you think there should always be exceptions to the Fourth Amendment? Why? Write about half page.
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    In Chapter 8they discuss the First Amendment explain further why Child Pornography is not protected by First Amendment. What role does the CPPA play in this decision? Write about half page. You can find chapter 8 slides in ppt8 file. Please check and write your opinion. Here is the link: https://www.youtube.com/watch?v=ljrselo4s1U Watch and offer your opinion about how we (can we) combat this? Write your opinion about half page.