discussion responses 110 A+ Writers | apluswriters.net

Response Guidelines

Read the post and respond using 250 words or more. Consider the following in your analysis:

  • Were the data collection methods correctly identified, and were all the data collection steps covered?
  • Did your peers correctly state the research question and correctly identify each sampling frame?
  • If not, what would you do differently?

1. Main Post-Kamille Mitchell

Qualitative research deals with the unknown. It is a subjective form of research that is based on perceptions, behaviors, relationships, culture, attitudes, and beliefs. Qualitative research uses focus groups, observations, questionnaires, case studies, and interviews as a means of collecting data. The purpose of qualitative research is to describe, explain, explore, interpret, and build theory.

Quantitative research uses statistical data to add to research that has been conducted or questions that have been explored. Quantitative research is done to explain, predict, confirm, or validate a theory. Surveys, questionnaires, numerical data, and large samples are used for this type of research.

This learner prefers the use of qualitative research because it works with a small group and is subjective. As the researcher using this method, I can conduct interviews, questionnaires, observations, and use focus groups and case studies. I am also able to build a theory based on the research that I have conducted because it is unknown. I can use the information provided by the subjects and apply that to my inquiry. I am free to explore multiple methods and not limited to only apply specific methods or guidelines while conducting the research. Qualitative research is also widely used in social science research, which is the focus of this learner.

Response Guidelines

After reviewing the discussion posts, respond to both using 250 words or more on each response. Using the language of research, explain how you agree or disagree with your peers’ links between the research question and the research design, offering your own suggestions for improving the research question.

1.Main Post- Lori Reid

Original question: Is substance abuse greater in youth who have experienced trauma compared to youth who have not experienced trauma? The determination is that there will be a statistically greater correlation between trauma and youth who engage in substance abuse.

A descriptive question is relationship based and asks: “To what extent is trauma* a factor with substance abuse in youth?” The dependent variables are youth and substance abuse. The independent variable is trauma: how many youth who engage in substance abuse have experienced trauma? The group of interest is youth who have engaged in substance abuse. It changed with the descriptive introduction of ‘to what extent’ which would require the data to describe the extent. It could use sampling data from survey or interview methods.

An explanatory question asks: “In what way does trauma effect youth who have engaged in substance abuse?” It requires an explanation of how it has had effect. It could use sampling from content analysis in project data, and facility assessments.

A predictive question asks: “How many more youth, who engage in substance abuse, are former victims of trauma*? It predicts that trauma does in fact increase the outcome and seeks to measure it. The dependent variables are youth and substance abuse. The independent variable is trauma. It could use stratified sampling data from facility data and service provider data,

*Trauma includes: sexual abuse, physical abuse, domestic violence, community and school violence, medical trauma, motor vehicle accidents, acts of terrorism, war experiences, natural and human-made disasters, suicides, and other traumatic losses (APA, 2011)

2.Scott LaValley-Main Post

The original question from Unit 3 Discussion 2, Scott LaValley-Main Post is: “What are the attitudes, beliefs, and opinions about trauma-informed care (TIC), adverse childhood experiences (ACEs), and resiliency development of single-caregiver parents who have children experiencing parental incarceration?”

Presenting this question for a descriptive research design would seek to understand more about how the participants attitudes, beliefs, and opinions influence the identified outcomes. For instance, research might seek to understand how caregiver attitudes about ACEs, TIC, and resilience influence school attendance or problematic behaviors. An example of phrasing the original research question for descriptive analysis would be: how do caregiver attitudes about adverse childhood experiences, trauma-informed care, and resilience impact child development and wellness?

The original question was posited for a exploratory research design. It seems that capturing what attitudes, beliefs, and opinions currently exist in the target population is an appropriate precursor for further investigation. Do the attitudes and beliefs of the target population differ from the general population? Is their consistency throughout the population? This type of research question provides a foundation for further research and seeks to understand more about a particular topic (Babbie, 2016).

From a predictive research perspective the question would identify the researcher’s position and make a statement. Caregiver attitudes and beliefs about adverse childhood experiences, trauma-informed care, and resilience have an impact child development and wellness. A thorough analysis of the context, consistency, and contradictions of views; frequency and intensity of narratives; the specificity of comments as well as themes and trends (The Open University) is important for the development of a predictive research question. The research would then provide evidence that supports the prediction.

Response Guidelines

Respond with a minimum of 250 words, not including restatement of questions or the reference section. Share your ideas on how you would help young people get involved in the cause that the learner chose.

1.Michelle Drayton

The cause that I am choosing is youth violence. The reason why I am choosing this cause is because youth violence is taking the lives of many of our children. Not only is their violence on the streets and schools but in relationships. Many youths have lost the ability to communicate without violence and it’s all the know. Whatever the reason, this is trending upward, it’s important that adults notice the issue and begin helping them because they can’t do it by themselves.

If I wanted to strategize and plan getting the youth together, I would start with a town hall meeting to get the conversation going in different areas of the state. After a year of town hall meetings, I would have a summit that would be for students across the state. The town hall meetings would have professionals there to answer questions along with students to answer questions. This would include the age group of 13 to 18. For the younger children, there would be a campaign with posters and other ideas that are appropriate for the age group. The way I would keep youth involved is handing the mission over to them to plan and keep the summits and town hall meetings going. The adults will help the plan and do logistical things, but it will be their summit.

There are many children that are showing violent tendencies and that are showing violence against their parents and peers at a very young age. It is up to parents, teachers, and the community to teach them that it’s wrong. The rewards that could result is information and possibly some youth may walk away from violence or understand that something they are doing is violent.

The challenges that may be faced is the lack of involvement and lack of understanding of the importance. Youth may think there are bigger and more important issues than youth violence because they haven’t been affected by it. Challenges in the business community with trying to get financial backing could be a problem. There could also be a challenge with the schools because there is so much red tape to get through to have something introduced to their students.

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