Skill Acquisition for Adults with Mental Disorders - Research Proposal Example

Research Proposal Assessment Task 2 Word Count: 2087 (With an exception of reference lists and Appendix) Date due: Article Chosen: Qualitative (Gutman et al., 2007) Title: Post secondary education has been regarded as one of the fundamentals of human rights; a necessity that everyone should achieve. However, limitations such as psychiatric problems may inhibit such goals. This research proposal aims at exploring personal experience of adults with psychiatric disability participating in a 12 week Bridge (supported) Program. Original Research Question According to the Authors According to Gutman et al. (2007), the research question was investigating the effectiveness of Bridge (supported) education program that helps adults with psychiatric disability gain the basic academic and social skills that necessitates post-secondary education. Gutman et al. cite college level coursework (GED), technical training and vocational training as the post-secondary education. Considering the original research question, there are limitations that need to be highlighted. Such include; The research has categorised GED as college level coursework without elaborating on the meaning of the abbreviation. The research recognises that there have been other supported education programs helping adults with psychiatric disabilities but fails to link how the research question integrates itself with such programs. There are no specified geographical locations where the research took place and how the location could affect the outcome of the research. No specified time frame the research has allocated that could help in bridging the program. The research identifies itself with ‘effectiveness’ but fails to provide qualitative impetus that can help discern question-method variables as explained by (Punch, 2005). The above limitations therefore suggest a need for a refined research question that is specific, clear, interconnected, answerable and relevant (Punch, 2005). For the purpose of this research proposal, the research question has been refined to: What are the cognitive benefits of psychiatric disability adult learners aged 18-45 participating in a 12 week supported education program (Bridge Program) in college level coursework within New South Wales (Australia)? Incorporating suggestions made by Punch (2005), the refined question has considered range of ages of the participants, geographical location, timeframe of the study, and qualitative data needed in answering the question. Aims of the Study The proposal aims at answering the refined research question. Basing the research on findings made by Gutman et al. (2007), the research will also attempt to understand cognitive benefits students with psychiatric problems adult learners have as a result of the problem. Using learners aged 18-45; qualitative design will be used so as to understand perceptions of the participants regarding the area of study. Using participants as one of the stakeholders within the area, the research intends to organise methodology and data analysis within New South Wales. This is to help understand whether the identified group of learners experiences a change in the way they perceive learning. Such understanding will also be significant in knowing the benefits of Bridge Programs on learners. Being a piloted study, it also aimed at investigating the experiences of the bridge program on the participants. Through one on one interview with the study group, the research will also aim at understanding whether Bridge program has any significance with their psychiatric disorders as far as learning is concerned. Doing so will also act as a guidance to the needed procedures of the research (Patton, 2002). Conceptual Framework Undertaking of the refined question will further generate other related theories as explained by Punch (2006). For instance, for research working with learners within New South Wales, understanding of environment within colleges in the area is one of the conceptual frameworks. Further to this, the research understands the possibility in a change of Bridge Program. In such cases, it needs conceptual framework on how such changes may impact ability of the psychiatric learners to cope in their respective instructions. As Stahl, Taylor & Hill (2012) observe, research needs to appreciate experiences of participants and whether changes in research variables affect the outcome of their participation. To this regard, the research will be finding relationship between perception and outcome of the program on cognitive benefits. Lastly, it will acknowledge personal experiences and feelings so as to give participants their personal opinion and experience regarding the research question. Paradigm There is an interesting concept explained by Penny (2001); Carpenter & Suto (2008) which is directly related with research question and the study group identified. The concept is constructivism approach which is based on the notion that the identified group have the ability to construct their experiences and social reality. Relating this to the subject matter, the targeted group will be able to learn college level coursework since there is knowledge constructed through personal experiences. Penny (2001) adds that such constructions and personal experiences lead to alterations of interpretations and perspectives. Though Gutman et al. (2007) argue that onset mental health conditions associated with participants when graduating from high school to post-secondary education cause gap in learning, the theoretical perspective identified by the research question attempts to find how integration of Bridge Program within the identified region can affect the construction of the cognitive benefit or personal experience as far as the psychiatric learners are concerned. Richard & Morse (2007) also argue that constructivists approach help research discern personal experience for adults having a psychiatric disability. Research Design and Procedure This research emphasises on improving cognitive abilities of adult learners aged 18-45 with psychiatric disability. The Bridge Program will also be aiming at determining whether the learners’ self perception of education program within the college identified can affect their engagement in further education as explained by Patton (2002). To ensure success in the implementation of the program, six final year Occupational Therapists have been trained so as to engage in interviewing and analysis if the research data. The Bridge Program has identified University of New South Wales and one of its lecture halls will be the setting. The program will be carried out for a period of 14 weeks with each session lasting for two hours. However, the sessions will be altered in such a manner that lecture lessons will be followed by laboratory activities and practical skills. Generally, the sessions will cover how to manage classroom activities, study skills, reading and writing and basic computer literacy. As done by Gutman et al. (2007) each of the session identified will be accompanied by mentoring sessions coordinated and facilitated by the six identified Occupational Therapists. Data Collection For the purpose of the area under coverage, and for the research to achieve the above mentioned aims, primary and secondary data is intended to be collected and used. Both primary and secondary data will be arrived at through in-depth, semi-structured, face to face interviews as explained by Boyce &Neale (2006). To reduce chances of prejudiced responses, the researcher will be anonymous to the participant; a step also likely to minimise power differentials (Megivern, 2002; Kinsella et al. 2008). The group will be interviewed separately ensuring that at the end of the interview, the objective of the research is attained. For future references, oral interview will be tape recorded (Law et al., 1998; Kinsella et al., 2008; Smith & Mackenzie, 2011). Closed-ended questions have been considered in order to allow respondents choose among the fixed responses since it narrows the field of enquiry. Open-ended question will also help the research easily analyse the data obtained. Sampling Method Owing to the aim and research question, sampling method will be purposive and non-probable that incorporates snowball technique. This has been chosen to enable research collect data from the participants and in so doing also address specific question identified. As Patton (2002) notes, this technique will be able to generate rich information from the participants. Going by suggestion explained by Palacios-Ceña et al. (2011), the six selected and trained Occupational Therapists will be tasked with meeting the first group (7-9) participants in the identified class so as to obtain relevant information relevant to the research question. This option has been chosen to ensure that prejudices are eliminated (Carpenter, 2000). Just like in the case of Gutman et al. (2007) the research will carry out eligibility test by putting all participants together and the Occupational Therapists diagnose them with psychiatric disability but this will only be done to participants willing to further their studies in the college. Though Gutman et al. (2007) did not specify sample size of the participants diagnosed, Patton (2002) recognises that there is no standard number of participants needed when selecting sample size and it is the reason why the Occupational Therapists will not have specific sample size to diagnose. Furthermore, using snowballing technology will enhance the outcome of the research since it is suitable when dealing with marginalised places or participants (Gutman et al., 2007; Carpenter, 2000; Palacios-Ceña et al., 2011). Analysis of Data Data analysis will be twofold. First, data from 18-30 years will be compared to find if there are any considerable differences. The end of research test scores within this age group will also be compared using data scale excel spread sheet. The relationship between any or all groups will be scrutinised with likelihood ratio chi-square tests and tables. Secondly, transcendental realism approach will be applied to participants within the age groups of 31-45 years. This will be done based on three phases; data reduction, display and verification and drawing conclusions (Carpenter & Suto, 2008; Punch, 2005). On the first hand, option one (dealing with 18-30 years) ends at scrutiny of the relationship between any or all groups with likelihood ratio chi-square tests and tables, the second option (using transcendental realism approach) on the other hand, involves data collection, analysis of the recorded information and reduction of any information that is not related to research question. Analysis of the significant data will also involve the introduction of triangulation so that the result can be credible. After successfully completing audit trial, end result will be displayed through graphs and diagrams with such showing similarities and difference of the studies groups and how their backgrounds, religion, culture and race affect the outcome of the research. Ethical Considerations Research of this nature concerns human being therefore social in making. Respect, acknowledgement and appreciation to the participating groups is needed. To ensure this, ethical clearance to carry out the research will be obtained from college governing body and Regional Board of Research Ethics. To further show confidentiality of the data analysed, the response will be autonomous, confidential and voluntarily offered (see appendix 1). Before the commencement of the research, governing body of the college and Regional Board of Research Ethics will be served with preliminary information regarding the whole process of research, the intention of the research and benefits research will have on the identified participants. This research also intends to prepare separate sheets of papers equals to or more than total number of participants that outline rights and freedoms of the participants. The information on these sheets will also be read out and explained to by the Occupational Therapists selected and trained. Also communicated to the participants will be the freedom to withdraw from participation at any point as long as they feel their continued participation infringe their rights or affects their general ways of life. There will also be software programme encrypting information so as to allow confidentiality of the data obtained from respondents. To this regard, the report intends to hide occupants’ identifiers when collecting, analysing and during reporting. This research also realises that purposive sampling has the ability to reveal identities of participants therefore the research may consider or work together with a changed demographic data without interfering with results. Lastly, participation in this research is voluntary and participants (appendix 1) can choose not to give information without such decision leading to victimisation. Dissemination of Results This research is closely related with goals and aspirations of the National Institute of Mental Health (NIMH, 2013). So to say, such goals include among other things studies that are linked with Bridge Program. Therefore being Bridge Program, this research will expect funding from this institute as the credentials needed by the institution are fully met by the research. This research also needs to recognise individuals, groups and institutions that will be affected by the process of researching. These victims can also be researcher(s) and the participants. This research also includes the expected financing body (National Institute of Mental Health), the six trained Occupational Therapists and the College as victims. Scholars such as Carpenter & Suto (2008) suggest important points where findings of a given research can be disseminated. Working with such guidelines, the research has identified the following; Professional conferences Resource manuals Booklets Peer-reviewed journal web postings Workshops References Boyce, C., & Neale, P. (2006). Conducting in-depth interviews: A guide for designing and conducting in-depth interviews for evaluation input. Retrieved from http://www.pathfind.org/site/DocServer/m_e_tool_series_indepth_interviews.pdf?docID=6301 Carpenter, C., & Suto, M. (2008). Qualitative research for occupational and physical therapists: A practical guide. Oxford: Blackwell Publishing. Gutman, S., Schindler, V., Furphy, K., Klein, K., Lisak, J., & Durham, D. (2007). The effectiveness of a supported education program for adults with psychiatric disabilities: the Bridge Program. Occupational Therapy In Mental Health, 23(1), 21-38. Kinsella, E., Park, A., Appiagyei, J., Chang, E., & Chow, D. (2008). Through the eyes of students: Ethical tensions in occupational therapy practice. Canadian Journal Of Occupational Therapy, 75(3), 176-183. Law, M., Stewart, D., Pollock, N., Bosch, J., & Westmorland, M. (1998). Guidelines critical review form: Qualitative studies. Retrieved from http://www.srsmcmaster.ca/portals/20/pdf/ebp/qualguidelines.pdf Megivern, D. M. (2002). Educational functioning and college integration of students with mental illness: Examining the roles of psychiatric symptomatology and mental health service use. Dissertation Abstracts International, 62(10), 3574-A. (UMI No. 0-493-41765-6) National Institute of Mental Health. (2013). Department of Health and Human Services. Retrieved June 4, 2013, from http://grants.nih.gov/grants/guide/pa-files/PAR-12-263.html - DisseminationPlan Palacios-Ceña, D., Losa-Iglesias, M., Salvadores-Fuentes, P., & Fernández-de-las-Peñas, C. (2011). Sudden cardiac death: The perspectives of spanish survivors. Nursing & Health Sciences, 13(2), 149-155. doi:10.1111/j.1442-2018.2011.00593.x Patton, M. (2002). Qualitative research & evaluation methods (3rd ed.). California: Sage Publications, Inc. Penny, N. H. (2001). Longitudinal study of student attitudes toward people with mental illness. Occupational Therapy in Mental Health, 17(2), 49-80. Punch, K. F (2006). Developing Effective Research Proposals (2nd ed.). California: Sage Publications, Inc. Punch, K. F. (2005). Introduction to social research: Quantitative and qualitative approaches (2nded.). Los Angeles: SAGE Publications. Smith, E., & Mackenzie, L. (2011). How occupational therapists are perceived within inpatient mental health settings: The perceptions of seven Australian nurses. Australian Occupational Therapy Journal, 58(4), 251-260. doi:10.1111/j.1440-1630.2011.00944. Richards, L., & Morse, J. (2007). Readme first for a user’s guide to qualitative methods (2nded.). Thousand Oaks: Sage Publications Inc. Stahl, J., Taylor, N., & Hill, C. (2012). Philosophical and historical background of consensual qualitative research. In C. Hill (Ed.), Consensual qualitative research: A practical resource for investigating social science phenomena (pp. 24-25). Washington: American Psychological Association. Appendix1: These questions are to be answered without pressure, coercion or prejudice 1. Targeted Group It is our pleasure inviting you to take place in this interview. Please note that as a participant, it is within your discretion to give information and conceal what you deem confidential. You are also at liberty to quit participation for whatever reason(s) you find uncomfortable. Lastly, questions presented are optional and the research guarantees you freedom of skipping or ignoring questions that may be irrelevant or technical. 2. Statement to Participants The information revealed in this research will remain private and confidential. While the research will attempt to make it so, participants are not supposed to share or reveal the identities, information and data from another within the institution or to the third party outside. Open ended questions N/B: please consider elaborating on the question where necessary. a. Have you ever interacted with similar interview before? b. If so, what was your expectation about carrying out Bridge Program? c. Did the program finally meet your expectations? d. What are your expectations about this program? e. How do you compare it with previous one(s) f. What aspects of this program you would like adjusted for future participants? g. As the process impacted your identity? h. Do you have future plans that could have been shaped by this program (please specify) Read More