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Resources Read/review the following resources for this activity:

Textbook: Chapter 1-12 Link: Sample research paper: APA style Link: Sample One-Experiment Paper Minimum of 6 outside resources Introduction So this is it, your final research paper that brings together everything you have been working on in this class. You will compile information from your abstract, annotated bibliography, and the research you have been conducting to create your final paper.

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Activity Instructions For this assignment you need to follow APA formatting, linked above are two great examples of how to construct an APA style research paper.

Your paper will include the following sections:

Title page Abstract Introduction Literature Review (evaluating no fewer than 6 sources) Methods Results Discussion Reference Page* Some key things to keep in mind when writing your final paper: You can only include citations in the reference page that were cited within your text.

In the methods section, you need to include information on your subjects, such as age, gender, and where you collected the data. In the results section, you should include the data analysis; a test of central tenancy (mean, median, and mode), standard deviation, t-score or correlation, and range.

Writing Requirements (APA format)

6-8 pages (approx. 300 words per page), not including title page or references page 1-inch margins Double spaced 12-point Times New Roman font Title page with topic and name of student References page (minimum of 6 resources)

***ALL THE OTHER DOCUMENTS BEING UPLOADED ARE JUST FOR HELP AND GUIDANCE***

Running head: RESEARCH

RESEARCH

Research

TaMinka Watford

SCS300_190 Research Design

Background

The paper explores the question; does the parental relationship affect a student’s grades in High School? Recent research discloses that the United States spends 900 to 1000 hours of their lives every year in a class setting testing and learning. Because there is so much time spent during this stage, parents need to understand what makes the teenager successful. This particular question pushed my initial thoughts to research the influence of parental involvement in their children’s education (Nunez et al., 2015). I also thought about researching how much of a difference it makes between an educated and a non-educated parental involvement. Each day, a learner’s failure continues to become more common. Scholars predict how many students will fail in their final exams or drop out before graduation due to the disengagement of their parents in education. Depending on the quality of education offered by the schools, an adequate education focuses on opening doors to the students to access different career opportunities and create social links with immense capabilities that reduce the dropout rate and, at the same time, increase the general success of the adult. Therefore, exploring how parent involvement affects an adolescent will assist future parents and educators in implementing the necessary reinforcements that will contribute to the success of high school students during their later years.

Problem Definition

So to what extent does parental involvement influence a child’s education? Many psychology studies show that patterns of human behavior are often contributed to home life and parental upbringing. So, suppose there is such a significant impact on a human beings’ life that relates to their parents. In that case, it is safe to assume that this considerable influence widely crosses into the education corner of a human beings’ educational part of life. Multiple if not almost all the studies that I have read test the parent’s effect on the children’s academic success. When looking at the parent, we must review three main aspects: How involved they are and what factors determine their involvement (Froiland and Davison, 2014). If the parent’s level of education is a determining factor, and lastly, how does the parent enforce or respond to their children’s academic achievement or failure. The finding of multiples studies supported correlations in agreement with research that showed students’ positive perceptions of individual context factors like high parental involvement related to positive achievement outcomes. Studies involving the parental role have also shown strong links between parental involvement and student success through social control and social capital. This alternative view focuses on what happens when parents become more involved in the school and learn new techniques to become more involved with their child and how this can lead to more academic success. So, when the parent(s) become more equipped and their involvement level increases, there is also an increase academic success of the child.

Procedure

My procedure would consist of using a 5-question survey measure with a nominal ranking scale for answer options. The survey would be concise and direct in testing the variables at hand. The following variables will be examined; What was your family structure at home in High School (Astone and McLanahan, 1991)? What do you think of your relationship with your parent(s) while in High School? Did your parent(s) help with homework and school projects? If you participated in extracurricular activities, did your parent(s) come to watch? Did you have open communication with your parent(s)? Did your parent(s) encourage school as a priority? Did your parents take you on family vacations?

To achieve focus groups, the surveys will be grouped according to students’ answers about their parents. One focuses on students who reported high or low parental involvement and high grades and vice versa, and the second focuses on students reporting parents with four-year degrees or without the four-year degree. The data will then be combined, studied, and analyzed to conclude if it would ultimately support or reject my hypothesis that parental involvement and parental education level of education determine their children’s range of academic grades.

Participants

Due to limitations and convenience, by default, the sample for the dataset will consist of fellow Psychology master’s degree candidates. All students who take the survey will be on the same academic level, but other participant variables may vary. The selection process will be strictly random as the survey will be posted, and any interested students can participate at random. There is no guarantee that a certain race, gender, or social class will respond, and due to confidentiality, this data will not be disclosed and will not represent the results.

Risks/ Benefits

Benefits

The benefits of this research include that it will act as a tool of building knowledge for parents to understand how their inputs make significant changes in their children’s lives. The teachers will be able to understand the variables to employ to increase student success in the future. The research will be a technique to increase awareness to the parents and students as they will understand how each effort made makes significance. Therefore the parents will take the initiative to engage in the adolescents’ education by bringing in motivation factors such as taking them out on vacation. The research will also enable the education facilitators to improve education through parent involvement so that the future can be secured by highly confident individuals ready to implement strategies they learned in school and life coaches by their parents to make beneficial decisions (Jeynes, 2007). Additionally, the research aims to foster confidence and love in students because their parents will get to know what the student needs to perform better in school, thus improve their concentration in school and also decrease the dropout rate.

Risks to be taken into consideration and Compensation

The risks that the research will consider include physical risks such as physical discomfort or illnesses that might be brought by the strategies and procedures used in the research. Also, engaging in a subject that will place the participant to face violence from the parents or other students may generate physical risk. Another risk includes the psychological risk that involves putting the respondent in a position that subjects them to guilt, shock, depression, anxiety, loss of their self-esteem, and altered behavior. Asking some sensitive questions may lead the participant to experience mental stress, sensory deprivation, deception, or sleep deprivation as a classification of psychological risk. Economic and social risks will also be taken into account, and they occur when the research attracts alteration of relationships for the participant with their friends or parents. The social risks in this will be if the questions will cause embarrassment, labeling of the subject, and loss of respect by others to inflict adverse outcomes or act as a limiting factor to various opportunities that the participant would have accessed before the interview.

On the other hand, economic risks will occur if the research causes the parents to lose jobs or attract financial costs, including loss of student’s employability capacity in the future. The research will also consider the risk of loss of confidentiality. Whenever the research involves human resources, the confidentiality of recognizable information requires the interviewer to obtain the participant’s permission. This is particularly important because the respondents must be protected from invasion of their privacy and uphold their dignity (Emerald and Carpenter 2015). Therefore, the research will ensure that all sensitive materials and information gathered must be handled and stored to minimize loss of confidentiality. I will avoid this by ensuring that every piece of information has been coded as early as possible and stored in locations that intruders will not easily access. Since the research’s participants are below nineteen years of age, compensation will be done through their parents’ bank accounts. We will also consider their consent to interview their children.

Children

Information obtained from children must be kept secure at the university campus until the child reaches 19 years. There is always a name on the top of the project that outlines what is being researched and the sponsors. The potential participants are also informed of the potential risks and benefits associated with the research. To protect the interests of the minorities, the research must state that it will provide a solution to the group. Also, the researcher must state how they intend to keep all the information collected from the research confidential. Besides children and minorities, the research provides that the consent of cognitively disabled persons and women must be sought before engaging in the research. As for the cognitively disabled, the researcher must ensure that the participant is declared legally incompetent by the existing laws. If not legally declared and the participant shows signs of incapacitation, the researcher must consent from the person who makes decisions on behalf of the said patient. When dealing with women, especially those who are pregnant, with fetuses, or with inhuman in vitro fertilization, there is a need for the researcher to ensure that they monitor and acquire a different consent over time. They must also respect the activities of these women

Research

Astone, N. M., & McLanahan, S. S. (1991). Family structure, parental practices and high school completion. American sociological review, 309-320.

Emerald, E., & Carpenter, L. (2015). Vulnerability and emotions in research: Risks, dilemmas, and doubts. Qualitative Inquiry21(8), 741-750.

Froiland, J. M., & Davison, M. L. (2014). Parental expectations and school relationships as contributors to adolescents’ positive outcomes. Social Psychology of Education17(1), 1-17.

Jeynes, W. H. (2007). The relationship between parental involvement and urban secondary school student academic achievement: A meta-analysis. Urban Education42(1), 82-110.

Núñez, J. C., Suárez, N., Rosário, P., Vallejo, G., Valle, A., & Epstein, J. L. (2015). Relationships between perceived parental involvement in homework, student homework behaviors, and academic achievement: differences among elementary, junior high, and high school students. Metacognition and learning10(3), 375-406.

Running head: ANNOTATED BIBLIOGRAPHY 2

ANNOTATED BIBLIOGRAPHY 2

Annotated Bibliography

Student Name: TaMinka Watford

Course: SCS300_190 Research Design

Date: 20210930

Dadich, A., Stout, B., & Hosseinzadeh, H. (2015). Reacting to and managing change within Juvenile justice. Journal of Organizational Change Management.

The authors use secondary research materials to analyze framework implementation, organizational attributes, and the related outcomes. The authors thus were able to identify a section of the wave of newly implemented public management by unveiling reactions to and administration of organizational change within juvenile justice. The authors attain their goals through a state-wide study on introducing policy-making frameworks that will be encountered to monitor and administer detainee behavior by warranting risk-based decision-making among personnel.

Allers, Y., & Roestenburg, W. (2017). The ECO-MACH framework and protocol for managing children with mental health issues in alternative care facilities. Child Abuse Research: South African Journal18(1), 1-12.

The authors have introduced the users to a wide variety of multi-disciplinary ecological child care management protocols (ECOMACH), executed in child care facilities. The procedure is premeditated to recognize and sufficiently evaluate children and adolescents with mental health issues, resolve their particular involvement needs, and supervise their progress during their stay in the juvenile organization. The article employed expansion and design techniques, particularly focus groups, while triangulating the practical study with literature. Additionally, the authors have provided a practical and reliable structure tactic to child mental healthcare. The procedure will pave the way for laborious testing and more effective evaluation procedures in juvenile facilities. These procedures will then be implemented in the juvenile centers and assessed in a follow-up study.

Weisz, J. R., Sandler, I. N., Durlak, J. A., & Anton, B. S. (2005). Promoting and protecting youth mental health through evidence-based prevention and treatment. American psychologist60(6), 628.

The authors identify that empirically tested youth interventions have played a critical role in preventing disfunction by lecturing risk and ameliorating illnesses through medication for numerous decades now. The authors propose a possible connection to preventing and delivering treatment to the affected within an integrated model. Their model proposes a research objective that will help identify active programs for a widened array of disorders and problems and provide an examination of the underlying ethnicity and culture in conjunction with the adoption and impact of the intervention.

Foster, H. E., Minden, K., Clemente, D., Leon, L., McDonagh, J. E., Kamphuis, S., … & Carmona, L. (2017). EULAR/PReS standards and recommendations for the transitional care of young people with juvenile-onset rheumatic diseases. Annals of the rheumatic diseases76(4), 639-646.

The author describes the values and recommendations applicable for provisional care for children living with juvenile musculoskeletal and rheumatic ailments. The author recommends the need for creating a global expert board that will play a role in including representatives and patients from multidisciplinary teams in pediatric and adult rheumatology. Another strategy is establishing quality indicators and standards that comply with Delphi methodology will form approaches to attain ideal results in intermediate care for these individuals based on the accessible evidence and expert opinions. The author states that these recommendations will be implemented in individual nations, regulatory frameworks, and healthcare systems.

Belenko, S., Knight, D., Wasserman, G. A., Dennis, M. L., Wiley, T., Taxman, F. S., … & Sales, J. (2017). The Juvenile Justice Behavioral Health Services Cascade: A new framework for measuring unmet substance use treatment services needs among adolescent offenders. Journal of substance abuse treatment74, 80-91.

The authors notice that drug use and substance consumption disarrays are highly repetitive, especially among the youths under juvenile justice supervision, associated psychopathology, delinquency, risky sex, social problems and sexually transmitted infections, and other related health problems. Nevertheless, the authors denote numerous gaps in recognizing behavioral health challenges and the succeeding referral, retention, and initiation in the treatment for individuals in community justice settings. This portrays both system and organizational factors such as coordination between behavioral health and justice agencies.

Stroul, B. A., & Friedman, R. M. (1986). A System of Care for Severely Emotionally Disturbed Children & Youth.

The authors explore the establishment of comprehensive care systems for severely mentally disturbed adolescents and children in juvenile settings. Comprehensive care is perceived as a technical aid tool for communities and nations concerned in refining services and performing reviews of the state-of-the-art technology for evolving care systems. The authors have also presented a generic model of the care system and the principles followed during service delivery while providing alternative system administration approaches. In this perspective, the system care elements comprise social services, mental health services, and operational, vocational, recreational, and educational approaches. The authors also feature attributes of the functional assessment system and the worksheets to evaluate the status quo of the care system.

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