Research Methods -A24/A26

This is an ongoing Research Assignment: Please use the attachments to complete assignments:

Assignment 24:

Following the Prospectus description in the Doctoral Project Manual, use the criteria and information from previous activities to draft your Prospectus. Use your Research Question(s) as your focus for the discussion. Complete a Prospectus, providing sufficient information about your topic of interest, providing information on how the students plans to do the research, and explaining the value of this work. The document is 4-7 pages.

The Prospectus will contain the following parts: Introduction, Background of the Problem, Statement of the Problem, and Purpose of the Study (with Research Questions).

Introduction (no heading): The introduction puts the study in perspective for the reader. The introduction also acquaints the reader with the topic and the methodology used to study the problem. Introduce key areas of the study which support the aim of the study. Finish with the aim of the study.

Background of the Problem: Articulates why the topic is being studied. Why is the problem of pressing societal concern or theoretical interest? Describe the societal situation and the problem that the doctoral candidate will address by conducting the project. Information to be included is relevant historical and statistical information. Establish the disparities, discrepancies, issues, or challenges relevant to the key areas of your study. The background of the problem illustrates why the topic is appropriate, worthwhile, and feasible.

Statement of the Problem: The statement of the problem situates the key areas of the study in the existing literature. Above you would have detailed major issues or concerns, here using the current literature establish the focus of your study. Establish a benchmark or the parameters of the study using what is known and unknown from the literature. This discussion will mirror your Chapter 2. Purpose of the Study: Articulate the purpose (how you are going to approach the research problem) and state the research questions. The questions for research should be comprehensive and reflect the major areas of the study and relevant to the selected phenomenon. Follow with the Theory you will use to guide the inquiry.

Submit paper of your discussion using points of emphasis above. 4 to 7 pages.

On Separate Document: Assignment 26

Assignment 26

Following the Chapters 1-5 descriptions in the Doctoral Project Manual, use the Methods criteria and information from previous activities and the text books to align with the Doctoral Project Manual. Present by the Chapter in the Doctoral Project Manual, using an outline for each chapter apply methods in each chapter as applicable. Provide in depth details for Chapter 3.

Submit paper of your discussion using points of emphasis above. 3 to 4 pages.

References:

Book
American Psychological Association (2010). Publication manual of the American Psychological Association . (6th Edition). Washington, D.C.

Book
Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches. Sage. 9781452226101

Schoolof Behavioral Sciences

Doctoral project Manual

2016

California Southern University

930 Roosevelt

Irvine, CA 92620

800-477-2254

www

calsouthern.edu

CalSouthern Faculty and/or Doctoral Candidates may reproduce any part of this document for use in conjunction with their assignments at the University.

School of Behavioral Sciences

lfischer 20 October 2015

SECTION ONE: THE DOCTORAL PROJECT

Doctoral Project Committee 6

Continuous Enrollment .6

Selecting the Doctoral Project Topic .6

Proposal 7

SECTION TWO: THE DOCTORAL PROJECT COMMITTEE

Composition and Selection of the Committee 8

Responsibilities of the Committee 9

Functions of the Committee Members 11

Functions of the Chair 12

Working with the Committee Chair 13

SECTION THREE: PROCEDUREs FOR OBTAINING ETHICAL APPROVAL

Institutional Review Board Application Process 14

Researcher Responsibility 14

Ethical Principles 15

SECTION FOUR: FORMAT SPECIFICATIONS

Manuscript Submission 17

Format/Text Spacing 17

Margins 17

Title 17

Pagination 17

Headings 18

Length 18

Verb Tense 18

References 18

Table of Contents

Tables, Charts, and Photographs 18

SECTION FIVE: GENERAL REQUIREMENTS

Submission …….19

Regulations Regarding Joint Authorship 19

Publishing of Doctoral Projects 19

Copyrighting of Doctoral Project 19

SECTION SIX: RESEARCH APPROACHES TO THE DOCTORAL PROJECT

Theoretical Study 20

A Qualitative Study 20

A Quantitative Study 20

Mixed Methods Study 20

Structure of the Doctoral Project 21

Title Pages 21

Chapter One: Overview of the Study 21

Chapter Two: Review of the Literature 22

Chapter Three: Methodology 23

Theoretical/Thematic Study 23

Qualitative, Quantitative, and Mixed Methods Studies 23

Chapter Four: Results 24

Chapter Five: Discussion of Findings 25

Reference List and Appendices 25

Abstract. 26

Doctoral Project Resources 26

SECTION SEVEN: THE ORAL DEFENSE

Process 27

Oral Defense Format 27

APPENDICES

Appendix A: Sample List of Doctoral Project Titles. 29

Appendix B: Committee Form. 31

Appendix C: Change of Committee Form. 32

Appendix D: Institutional Review Board Application 34

Appendix E: Guidelines and Sample Statements of Informed Consent 38

Example I 39

Example II 41

Example III 42

Example IV 43

Appendix F: IRB Completion Form 44

Appendix G: Doctoral Project Assessment Rubric. 45

Appendix H: Doctoral Project Checklist. 50

Appendix I: Tips for Completing the Doctoral Project …………. 52

Appendix J: Sample Copyright Release Agreement 54

Appendix K: Sample Approval Page…………. 55

Appendix L: Sample Title Page …………. 56

Appendix M: Sample Copyright Page …………. 57

Appendix N: Sample Title Pages …………. 58

SECTION ONE
THE DOCTORAL PROJECT

The Doctoral Project represents the capstone of the doctoral candidate’s entire doctoral studies and deserves the doctoral candidate’s fullest attention. Because of the specialized nature of the Doctoral Project, the concise academic writing style and processes may seem intimidating; the purpose of this manual is to help demystify this process. Although Doctoral Project topics exhibit as much diversity and individuality as doctoral candidates themselves, the candidate’s writing process is governed by standardized guidelines. Many of the guidelines are intended as suggestions or inspiration for how to proceed to best present the unique topic, research, and findings from the candidate’s research. Other guidelines outline the technical or procedural requirements for completing the Doctoral Project process at California Southern University.

Doctoral Project Committee

The Committee consists of at least three members: the Chair and two other Committee Members. The Chair is designated as the one who guides the doctoral candidate through the procedural steps of completing the Doctoral Project and who is primarily responsible for managing the candidate through the writing and research processes. The Committee Members serve as consultants and as quality control monitors of the Doctoral Project. A detailed description of each Committee Member’s duties is included in Section Two of this manual.

Continuous Enrollment

A potential candidate for the PsyD degree must not have a lapse in enrollment in the series of Doctoral Project courses. If additional time is needed to complete any of the courses, the doctoral candidate must request an extension and re-enroll in the appropriate course and pay the tuition for that course. Continuous enrollment will only be permitted when the doctoral candidate demonstrates satisfactory academic progress toward completing the Doctoral Project requirements. The Doctoral Project Chair and Committee Members determine satisfactory academic progress.

Selecting the Doctoral Project Topic

The University encourages Doctoral Projects that extend the work of the doctoral candidate’s profession into emerging fields of inquiry which address contemporary issues. The doctoral candidate is encouraged to select a topic that falls within the scope of his or her expertise, interest, and career objectives.

The candidate may select and reject several topics before the right topic finally resonates. Usually, initial ideas in a Doctoral Project are revised several times. There are several reasons why ideas are revised: the topic is too broad; the topic is too narrow; time-limit constraints exist, and/or accessibility of participants hinders the scope of the study. During the process of selection, it is advisable for the candidate to conduct preliminary library research. For example, exploring Doctoral Project Abstracts for a wide range of research methods is useful. For a Sample List of Doctoral Projects Topics, see Appendix A.

The doctoral candidate will find it worthwhile to spend time researching and possibly rejecting a topic. This process creates a solid foundation for exploring the subject the doctoral candidate initially chooses. Often efforts devoted to those abandoned topics have a way of resurfacing for consideration in future projects.

Proposal

The candidate will complete a Proposal which is a brief overview of the Doctoral Project, providing sufficient information about the work the candidate is proposing, providing information on how the candidate plans to do the research, and explaining the value of this work. The document is 4-7 pages and will be completed in the first Doctoral Project course, PSY 87991.

The Proposal will contain the following parts: Introduction, Background of the Problem,

Statement of the Problem

, and

Purpose of the Study

(with Research Questions).

Background of the Problem: Articulates why the topic is being studied. Why is the problem of pressing societal concern or theoretical interest? Describe the societal situation and the problem that the doctoral candidate will address by conducting the project. Information to be included is relevant historical and statistical information. Establish the disparities, discrepancies, issues, or challenges relevant to the key areas of your study. The background of the problem illustrates why the topic is appropriate, worthwhile, and feasible.

Statement of the Problem: The statement of the problem situates the key areas of the study in the existing literature. Above you would have detailed major issues or concerns, here using the current literature establish the focus of your study. Establish a benchmark or the parameters of the study using what is known and unknown from the literature. This discussion will mirror your Chapter 2.

Purpose of the Study: Articulate the purpose (how you are going to approach the research problem) and state the research questions. The questions for research should be comprehensive and reflect the major areas of the study and relevant to the selected phenomenon.

SECTION TWO

THE DOCTORAL PROJECT COMMITTEE

Within this section are the guidelines for establishing the Doctoral Project Committee. Included is an outline of the roles and the processes Committee Members will follow in assisting the doctoral candidate to reach his or her goal. The Chair’s functions are also detailed.

Composition and Selection of the Committee

The Doctoral Project Committee is composed of at least three members of the University Faculty. The doctoral candidate will be given a list to choose from of Doctoral Project Chairs as well as Committee Members by their Academic Advisor at the time of enrollment in the first doctoral project class. At the doctoral candidate’s request, and with the pre-approval of the Chair, additional qualified individuals will be appointed to serve on the Doctoral Project Committee. The doctoral candidate will complete and submit the Doctoral Project Committee form for approval to the Chair and the Dean. All requests for outside committee members need to be in writing to the Chair and will be approved by the Dean prior to submission of the committee form. Please see Appendix B for a copy of the Doctoral Project Committee form. The committee must be approved before the end of the first course.

All Committee Members shall have earned doctoral degrees from institutions. The doctoral candidate must submit the form for signature by the committee members.

The Chair of the Committee and a majority of the committee members shall have degrees related to the doctoral candidate’s academic area of study.

All committee members shall have been active in their fields of scholarship or profession within the 5-year period preceding their participation on the Doctoral Project Committee and have an interest and/or expertise in the area of the doctoral candidate’s Doctoral Project.

Generally, change of committee requests are an exception in the doctoral project process. Doctoral candidates which request a change of committee must submit a Doctoral Project Change in Committee form for approval by the Chair and Dean. Changes for one committee member are reviewed and approved by the Dean. Review and approval for changes to the committee consisting of two or more members is forwarded to the Dean for Academic Review Board approval. Please see Appendix C for a copy of the Doctoral Project Change of Committee form.

Responsibilities of the Committee

The Doctoral Project process provides the doctoral candidate with six formal evaluations. This is to ensure that the candidate passes through the process of academic rigor and that quality standards are maintained. For each course in the Doctoral Project sequence, a specific evaluative and grading process is followed. See course sequencing which follows.

First Course

PSY 8997A

PSY 97991

Second Course

PSY 8997B

PSY 97992

Third Course

PSY 8998A

PSY 97993

Fourth Course

PSY 8998B

PSY 97994

Fifth Course

PSY 89999

PSY 97995

The Chair will work with the committee members of the Doctoral Project Committee from the first Doctoral Project course, PSY 87991 through the successful completion of Chapters 1-5 ending with PSY 87995. All committee members will indicate approval of Chapter 1-3 prior to the submission of the IRB application. The primary focus at this point is to ensure all instruments, data analysis, and collection are appropriate for the proposed study. Upon the completion of Chapters 1 -3 if an editor is warranted the candidate should be notified that the editor is required and may not move forward until the required edits are completed. The committee members will continue throughout the Doctoral Project sequence, concluding with PSY 87995.

As the project is reviewed by the committee, dialogue takes place between the committee members and the Chair until a consensus is reached when changes are submitted to the learner and successfully incorporated. Within the first class, the Proposal must be completed and approved before Chapter One is written. Once the final submission of Chapter One is submitted and approved by the Chair, he/she will submit a final grade for the course. The Chair will submit the draft to the committee for approval. If the doctoral candidate needs additional time to complete the work successfully, he/she has the option to request an extension or repeat the course if significant changes are required. Candidates and faculty are required to utilize the Doctoral Project Assessment Rubric form found in Appendix G and details the guidelines on which the candidate’s manuscript will be evaluated. Once PSY 87991 Chapter One is completed and approved, the doctoral candidate may enroll in the next course.

An important aspect to understand is the Doctoral Project is an ongoing academic dialogue on a select research topic which will require continuous engagement and refinement throughout the completion of the doctoral project. Due to the progressive development of the project the draft requires continuous revisions and modification to reflect the growing expertise of the doctoral candidate. Therefore, the completion of a course reflects the rudimentary understanding of the components of a specific course. The very nature of the Doctoral Project requires continuous refinement and revisions to all chapters as the doctoral candidate becomes more knowledgeable and develops greater expertise on the subject.

For the rest of the Doctoral Project courses, PSY 87992, PSY 87993, PSY 87994, and PSY 87995, the above process is repeated with all assignments being required and approved by the Chair.

This overall evaluative process ensures that all doctoral research is built on a solid foundation resulting in a doctoral project that helps advance research and scholarship within the field of psychology. Specific requirements for each course are as follows:

The doctoral candidate is not permitted to enroll in PSY 87991, Doctoral Project 1, until that candidate’s Academic Advisor gives approval. Approval is contingent upon the successful completion of all academic courses prior to the Doctoral Project series; the successful completion of their comprehensive exam; the acceptability of the doctoral candidate’s academic performance (GPA of 3.0 or higher). A review of previous work and an interview may be required. This constitutes the first formal evaluation of the potential doctoral candidate in the Doctoral Project process.

Acceptance of Chapter 1 by the doctoral candidate’s Chair and Doctoral Project Committee marks the satisfactory completion of PSY 87991. With the completion of all course requirements as outlined in the PSY 87991 syllabus, the submission of the Grade Report for successfully completing PSY 87991 constitutes the second formal evaluation. If the doctoral candidate does not meet the course requirements within the time frame of the term, he or she will be given an “Unsatisfactory” for the course. The doctoral candidate will have to re-enroll in the course until the requirements are met. This will result in additional tuition.

Upon the successful completion of PSY 87991, the doctoral candidate is enrolled in PSY 87992, Doctoral Project 2. In this course, emphasis is placed on the doctoral candidate writing Chapter 2. Acceptance of Chapter 2 by the doctoral candidate’s Chair and Doctoral Project Committee marks the satisfactory completion of PSY 87992.The submission of the Grade Report for successfully completing PSY 87992 serves as the third formal evaluation. If the doctoral candidate does not complete the course assignments within the time frame of the term, he or she will be given an “Unsatisfactory” for the course. The doctoral candidate will have to re-enroll in the course until the requirements are met. This will result in additional tuition.

Upon the successful completion of PSY 87992, the doctoral candidate is enrolled in PSY 87993, Doctoral Project 3. In this course, emphasis is placed on the candidate’s writing Chapter 3. Acceptance of Chapter 3 by the doctoral candidate’s Chair and Doctoral Project Committee marks the satisfactory completion of PSY 87993. The submission of the Grade Report for successfully completing PSY 87993 serves as the fourth formal evaluation. If the doctoral candidate does not meet the course requirements within the time frame of the term, he or she will be given an “Unsatisfactory” for the course. The doctoral candidate will have to re-enroll in the course until the requirements are met. This will result in additional tuition.

Upon the successful completion of PSY 88993, the doctoral candidate is enrolled in PSY 87994, Doctoral Project 4. In this course, emphasis is placed on the doctoral candidate writing Chapters 4 and 5. Acceptance of Chapters 4 and 5 by the doctoral candidate’s Chair and Doctoral Project Committee marks the satisfactory completion of PSY 87994.The submission of the Grade Report for successfully completing PSY 87994 serves as the fifth formal evaluation. If the doctoral candidate does not meet the course requirements within the time frame of the term, he or she will be given an “Unsatisfactory” for the course. The doctoral candidate will have to re-enroll in the course until the requirements are met. This will result in additional tuition.

Upon satisfactorily completing PSY 87994, the doctoral candidate is enrolled in PSY 87995, Doctoral Project 5. Within this course, the doctoral candidate works closely with his or her Chair in refining Chapter 1 through Chapter 5. Any necessary editing should be completed at this stage. Acceptance of Chapter 1-5 by the doctoral candidate’s Chair and Doctoral Project Committee marks the satisfactory completion of PSY 87995. After receiving institutional approval of the written manuscript, the candidate may then proceed with the oral defense. The submission of the Grade Report for successfully completing PSY 87995 constitutes the sixth and final formal evaluation. If the doctoral candidate does not meet the course requirements within the time frame of the term, he or she will be given an “Unsatisfactory” for the course. The doctoral candidate will have to re-enroll in the course until the requirements are met. This will result in additional tuition.

Functions of the Committee Members

Members of the Committee will collaborate throughout the Doctoral Project process. All communication must be with the chair exclusively. The chair will disseminate information and communication from the learner to the Committee Members. Upon receiving feedback from the Committee Members, the Chair will then communicate the Committee’s responses to the learner.

The committee members perform the following functions:

Evaluate the doctoral candidate’s submission of Doctoral Project Chapters 1 – 5 and submits written comments to the Chair who will then evaluate them and forward appropriate comments to the candidate. Drafts are submitted to the committee for review with the Doctoral Project Assessment Rubric as noted above in each evaluation phase of the Doctoral Project.

Committee members will attend the Oral Defense of the Doctoral Project either in person or via audio or video conference calls.

Sign the Doctoral Project Approval Page via an online signature and submits the form to the Doctoral Project Chair.

Functions of the Chair

The Committee Chair is a member of the University’s Faculty. The Chair is responsible for overseeing the Doctoral Project process and ensures the integrity of the University’s Doctoral Project guidelines. The Chair coordinates the activities of the Committee Members so that the Committee’s work proceeds in a timely fashion. All documents are sent to the Chair only. The Chair, in turn, sends documents to the committee members.

The Chair fulfills the following responsibilities:

Reviews Chapters 1 – 5 of the Doctoral Project and coordinates necessary revisions with the doctoral candidate.

Sends copies of Chapters 1 – 5 to the Committee Members during each course for review when the Chair has approved them. Each member will return reviewed Chapters directly to the Chair with comments and suggestions that will be in turn sent to the doctoral candidate as the Chair agrees. Any discussion of changes that may be needed will occur with the Chair and committee and not with the doctoral candidate.

After approval of all three chapters by the committee the Chair ensures that IRB approval has been received before the doctoral candidate begins data collection for Chapter 4.

Coordinates any required changes in the Doctoral Project from all of the Committee Members and grants final approval of both the project along with the power point presentation before the oral defense, as well as gain institutional approval. When institutional approval is obtained, a defense date will then be scheduled.

Presides at the doctoral candidate’s Oral Defense.

When the defense has been successfully passed, the Chair notifies the Doctoral Project Coordinator to complete the Doctoral Project Approval Page and to secure the signatures of the committee.

Reviews final draft and provides recommendation for upload to the university librarian.

Files the PSY 87995 Grade.

Working with the Committee Chair

The doctoral candidate’s progress through the Doctoral Project process moves more efficiently when the candidate works closely with the Doctoral Project Chair. For example, the Chair working in conjunction with the Committee Members may suggest the doctoral candidate reduce the scope of the project or narrow the focus of the research in order to create a workable project. In another instance, the scope may need to be widened for a thorough investigation of the topic to have been completed.

SECTION THREE:

PROCEDURES FOR OBTAINING ETHICAL APPROVAL

All students at California Southern University are required to comply with the ethical standards set down by the American Psychological Association for conducting research. All doctoral candidates are required to submit an Institutional Review Board (IRB) application to his or her Chair during the completion of Chapter Three. Approval of the IRB application must be received from the California Southern Institutional Review Board prior to any data collection (See Appendix D for a copy of the IRB Application). IRB Guidelines and resources can be found under University resources.

Note: Those doctoral candidates not using human participants are also required to complete the IRB application. This ensures the Learners understand the ethical considerations of conducting research and assert no participants are included in the research.

Institutional Review Board Application Process
The Institutional Review Board Application process is as follows:

The Doctoral Project Chair reviews and approves the application and forwards to the Dean of the School of Behavioral Sciences for review by the IRB Representative.

When approved the application will then be submitted to the CalSouthern IRB Board for final approval.

The CalSouthern IRB Board reviews the application and notifies the IRB representative of approval, who then notifies the Doctoral Project Chair of approval or indicates the necessary changes to be made for resubmission to the IRB Board.

Researcher’s Responsibility

An approved IRB application must be on file before any work is conducted with or data gathered from any human subject. The purpose of submitting the doctoral candidate’s design to this careful review is to protect and ensure the safety of all participants, the researcher, and the University. The researcher’s responsibility when working with human participants is as follows:

The ultimate responsibility for ensuring the safety of all research participants rests with the doctoral candidate, the researcher.

The doctoral candidate must receive written consent from any participant(s) before the initiation of the study. Informed Consent Guidelines for Research with Human Participants can be found in Appendix E. Minors cannot sign the informed consent form. It must be signed by their parents or legal guardian(s). Minors must give assent to participation according to their age level. For Sample Statements of Informed Consent, see Appendix E).

In cases where the researcher wishes to utilize records or case notes gathered under the auspices of another institution (hospital or clinic) or interact with human participant(s) under the auspices of another institution, the researcher will need the appropriate director or officer of that institution to sign an agreement form and provide the agreement form with the IRB application. In such cases, please consult with the Doctoral Project Chair.

When the project is complete, the doctoral candidate ensures the completion of the IRB Completion Form (see Appendix F) and submits the form to the School of Behavioral Sciences IRB Representative. There are a number of regulations to consider to determine how long you are required to store records after the completion of research. Note you must keep records for the longest applicable period of time. Federal regulations require the securement of research records for at least 3 years after the completion of the research (45 CFR 46.115). Other standards may also be applicable to storing records. HIPAA regulations require records to be retained for at least 6 years after a participant has signed an authorization. You must keep your research records for at least 3 years. Use the longest applicable standard.

Ethical Principles

The doctoral candidate must keep the following basic ethical principles in mind when developing the research design and completing the IRB (APA, 2010):

Respect for Persons: Individuals must be treated as free and autonomous. Participants must freely agree, in writing, to participate in the doctoral candidate’s study with no coercion or harmful consequences should they elect not to participate. Participants must be free to end their participation in the candidate’s study at any stage during its development. Participants with diminished capacity must also be respected and protected. The ability for self-determination can become limited due to illness, mental disability, or physical circumstances, therefore, investigators must protect the welfare of people who participate in their research. This includes maintaining confidentiality in terms of their participation and the data collected from their participation.

Beneficence: This principle involves not harming the participant physically, emotionally, or psychologically. It relates to the Hippocratic Oath: “Do no harm.” Even though all efforts will be taken to limit unpleasant effects, participants must be advised that there is a possibility that unpleasant thoughts, feelings, or emotions may surface. The researcher will maximize the benefit and minimize any harm or risk to the participants in the study.

Justice: The burden for research should be fairly distributed and related to the problem the researcher is studying. In addition, participants have a right to know the purpose of the research. General deception should only be used if the study may not be meaningfully conducted without it. If deception is necessary, it must be stated forthrightly in the IRB.

Physical harm: Subtle physical risk may go undetected; however, even subtle risks must be addressed.

Psychological risk: Psychological stress is a risk factor that needs to be clearly assessed. Probing questions can cause considerable discomfort; certain topics may generate embarrassment or discomfort; psychological issues and painful memories may be reactivated. The documentation the doctoral candidate presents to the participants must accurately reflect these considerations.

Transference with the use of patients as research participants: In most cases, the University recommends against the use of patients for research purposes when such research would take place concurrent with a therapeutic relationship. Such a situation can constitute a dual relationship, that of researcher and psychotherapist. The use of past or terminated patients for research presents less difficulty, nevertheless, care must be taken that consent is indeed freely given and that the pursuit of research does not harm the therapeutic relationship. At all times the researcher must maintain an awareness of the potential impact on the patient and on the transference situation which may extend beyond termination.

Additional requirements include:

Case Material: Case material that is utilized in such a manner that the patient or others may be recognized always suggests the need for informed consent even when measures to conceal the identity of the patient have been taken.

Past or Current Client Data: Quoting directly from a patient or using dream images or narratives necessitates informed consent. The use of case material will be discussed with the Doctoral Project Chair as a part of the ethics approval process.

Coercion: It is not ethical to willfully pressure the participant to take part in the nature of the study.

Deception: Any form of deception or manipulation in order to produce a particular result/response is a violation of ethical principles. However, with the approval of the IRB, there may be times when the benefits outweigh the use of deception.

SECTION FOUR

FORMAT SPECIFICATIONS

The University requires Doctoral Projects to be prepared in a manner that ensures consistency in the arrangement and organization of the work. The doctoral candidate is required to adhere to the formatting guidelines as specified in the current edition of the American Psychological Association (APA) Manual.

Manuscript Submission

Doctoral Projects will be uploaded in the course area like all other assignments. The font should be 12-point Times New Roman. It is important that consistency in type and APA formatting be maintained throughout the project. Font in tables, figures, and graphs may be 10 or 11 point.

Format / Text Spacing

The text should be double-spaced with the following exceptions which are single-spaced:

all block quotations (40 or more words)

reference entries of more than one line

material in tables and appendices

captions and legends

table of contents

The start of each paragraph should be indented to 0.5 and there should be no blank space between paragraphs other than double-spacing.

Space once at the end of a sentence after punctuation marks.

Margins

All margins are one inch and all text is aligned to the left margin. The right margin will be uneven.

Title

The title should be concise and no more than 12 words. Titles should convey the focus of the research. See Appendix L for a sample Title Page.

Pagination

Begin numbering on the Title page using Arabic numerals, followed by the Copyright page, the Acknowledgment page, the Abstract, the Table of Contents, Chapters One through Five along with references and Appendices. Candidates should use the pagination tool and include in the header to ensure consistency and uniformity. Page numbers are justified to the right margin.

Headings

Include the running head on the title page with page number. This includes a shortened title at the top of the page inside the MS Word page header. The running head is a maximum of 50 characters, including spaces.

The placement and style of section headings and subheadings should conform to the APA Manual (e.g., boldface, indentation, italics). Note that Chapter heading will be presented in all caps. All other headings will follow standard APA formatting.

Length

The Doctoral Project should be a minimum of 100 pages excluding preliminary pages and references. An average Doctoral Project is approximately 100-150 pages in length.

Verb Tense

When writing Chapters 1 and 3 in the proposed phase before data collection and analysis, when referring to your own study you will be writing in the future tense. After receiving approval of Chapters 1-3, you will then change Chapters 1-3 to reflect the past tense. When discussing past studies or articles, use the past tense or present perfect grammar. Use the past tense for the presentation of results of past studies or for reporting your results as in Chapter 4. Use present tense grammar when discussing the findings, recommendations for practice and research, and conclusions for Chapter 5.

References

The Doctoral Project should contain a minimum of 80-100 references that should be single-spaced using APA formatting with a single-spaced line between them. Use the word processor’s hanging indentation formatting rather than a “tab” key or “space” key.

Each heading and subheading should be listed in the Table of Contents. Heading and subheading formats should correspond to APA formatting. The Table of Contents is to be single-spaced.

Tables, Charts, and Photographs

Tables, charts, and photographs should be either black and white or grey scale and integrated into the text using APA formatting unless they are larger than one page. In that case, they are included as an appendix.

SECTION FIVE

GENERAL REQUIREMENTS

Submission

The final manuscript will be uploaded as an assignment in pdf format prior to defense.

The doctoral candidate must submit a Doctoral Project Copyright Release Agreement form with the final manuscript in preparation for the defense. This allows the University to make copies of the project available to interested parties upon request. See Appendix J for a sample of the Copyright Release Agreement.

Regulations Regarding Joint Authorship

Joint authorship of Doctoral Projects will not be permitted. Each doctoral candidate must submit his or her own Doctoral Project under single authorship.

Publishing of Doctoral Projects

The doctoral candidate may have but is not required to have his or her Doctoral Project published.

Copyrighting of Doctoral Project

Because the submittal of a Doctoral Project to the University constitutes publication under the terms of copyright law (Title 17, Section 101). The candidate does not have to register with the Library of Congress to copyright the project. A simple statement on the publication “©1999 John Doe” is sufficient. The doctoral candidate may, however, apply directly to the Register of Copyrights, Library of Congress, Washington, DC, 20540. See Appendix M for a sample Copyright Page.

SECTION SIX:

RESEARCH APPROACHES TO THE DOCTORAL PROJECT

A doctoral candidate may choose between four basic research approaches for the Doctoral Project, a Theoretical Study, a Qualitative methodology, or a Quantitative methodology and a Mixed Methods approach. While each research approach utilizes its own distinctive methodology and organization for gathering, analyzing, and reporting findings, specific guidelines apply to all three methodologies.

Theoretical Study

The theoretical study is comprised of an extensive search, review, analysis, and interpretation of already published studies in order to find new meaning. The literature is analyzed to identify key themes, perspectives, and meanings and includes descriptive methods of research.

A Qualitative Study

The data for a qualitative study are gathered from individual or group interviews or surveys, field observations, and archival data. Qualitative studies are analyzed to identify key themes, perspectives, and meanings. Common design options for qualitative methodology are narrative, phenomenological, grounded theory, ethnography, and case study methods of research.

A Quantitative Study

Quantitative methodology may be used with the permission of the Chair. The data for a quantitative study is gathered by input (e.g., surveys, field observations, and/or archival data). Quantitative studies are analyzed through statistical analysis. Common design options for quantitative methodology are descriptive, developmental, causal-comparative, correlational, quasi-experimental, and experimental.

Mixed Methods Study

A mixed methods study uses a combination of both quantitative and qualitative approaches to conduct research. Generally, one approach is used to better understand what was learned from the other, thus gaining a deeper appreciation of the phenomenon. This type of study requires extensive data collection. How the two approaches will be integrated must be clearly articulated. Most importantly the procedures for data collection and analysis for each approach must be fully explained.

Structure of Doctoral Project

Title Pages

There are specific pages that precede Chapter One. A sample of where pages are to be placed and how to number them is shown in Appendix N.

The pages in front of Chapter One are included in the following order:

Title of Project

Acknowledgements

Abstract

Table of Contents

List of Tables (if required)

List of Figures (if required)

Chapter One: Overview of the Study

The focus of Chapter One is an overview of the research study which includes

Introduction (not the title of a heading)

The introduction provides an overview of the chapter.

A primary purpose of this chapter is to set the study in perspective for the reader. The introduction also acquaints the reader with the topic and the methodology used to study the problem.

Background of the Study

Provides insights and perspectives for why the study should be conducted. Why is the problem of pressing societal concern or theoretical interest? Information to be included is historical and statistical information which supports the study.

Statement of the Problem

The statement of the problem describes the societal situation and establishes the parameters for the problem that the doctoral candidate will address. Using the current literature what is known and unknown is presented to establish the context of the study, which should be reflective of Chapter 2.

Purpose of the Study

The purpose of the study establishes how the study will be conducted and includes both the type of methodology and research questions. This section is a discussion of how keys elements of the study we be explored. The questions for research are posed using the format of a short question that reflects the focus of the study. Generally, a study consists of 3-5 research questions.

Theoretical or Conceptual Framework

The candidate will identify the theory or theories or concepts that provide the foundation of the study. They provide the perspective or lens through which the project is examined.

Significance of the Study

The significance of the study addresses who will benefit from the study and how they will benefit. The doctoral candidate articulates specifically how the study will contribute to the existing theoretical literature and/or qualitative and quantitative findings within psychology.

Limitations and Delimitations of the Study

Limitations reflect possible weaknesses in the study. The candidate must address the limitations over which he or she has no control. For various reasons, limitations of the study may be determined by such factors as a convenience sample meaning using participants that are not randomly selected which limits the generalizability of the results. The candidate must address delimitations factors for the study. They serve to narrow the focus of the study to focus on specific criteria or to delimit to specific groups or locations.

Definitions and Key Terms

All pertinent definitions and key terms within the scope of the study need to be operationalized. All definitions and key terms must be sourced.

Organization

Provides an overview for the structure of the doctoral project.

Chapter Two: Review of the Literature

The review of the literature reflects what the candidate has established as the focus of the study in Chapter One’s Statement of the Problem of the study.

The introduction provides an overview of the chapter.

The candidate organizes the literature review according to topics, critically evaluates the literature, highlights important unanswered questions, identifies methodological problems with past studies as well as areas of controversy in the literature, as well as, discusses the significance of past research in relationship to the current study. Additionally, the theoretical or conceptual framework of the study is to be discussed.

The literature review is comprised of current sources of which 85% are within the past 5 years. All sources must be credible such as peer-reviewed studies. Not included are any .com websites. A place to begin your search is via the University’s online library, Google Scholar, and/or APA databases.

The summary for chapter two should reflect the relationships established from the review of the literature and articulate links to the theoretical framework.

Chapter Three: Methodology

Theoretical/Thematic Study

For a theoretical/thematic study, Chapter Three includes:

Overview and Re-statement of the Problem–The candidate will provide a brief overview of the study and restatement of the problem at the beginning of this chapter. The research questions are repeated and the applicable group and key areas the research will be identified.

Research Method-A brief discussion of the underlying philosophical assumptions of theoretical/thematic studies and why a theoretical/thematic literature review is the appropriate method of study to answer the research questions is provided. A well-reasoned articulation of how theoretical/thematic studies are a legitimate alternative research procedures in psychology is provided. Use at least two peer-reviewed sources to ground your discussion.

Data Collection-The candidate explains how the literature presented in chapter 2 along with additional literature will be developed in support of the research questions. Key word choices and relationships will be identified which articulate the specific selection of the literature.

Data Analysis-The candidate explains how the key points and observations of the study are distilled, broken down, and thoroughly examined. This will provide a discussion for the required analysis supporting each research question and will describe the approach which will be used to guide the analysis using a methods book.

Qualitative, Quantitative, and Mixed Methods Studies

For a qualitative study or quantitative study, Chapter Three should include the following.

An introduction which encompasses the re-statement of the problem and the research questions. For a quantitative study the hypotheses as well.

Research Method-A statement of either qualitative or quantitative methodology should follow. Include a discussion of how the research design whether phenomenological, narrative, case studies, correlational, descriptive, causal-comparative, or quasi-experimental is the legitimate, appropriate research design. Use at least two peer-reviewed sources to ground your discussion.

Participants–The candidate will describe the location of the participants; discuss the criteria for selecting those participants (i.e., what characteristics do they possess that make them suitable for the area of investigation) and the process by which they were selected (such as random sampling, snowball, etc.); provide the number of participants in the study, including any important distinctions existing between them (e.g., gender or ethnicity).

Instrumentation— Provide a description of the instruments or protocols that will be used surveys, interviews, observations, or artifacts. Include all instrumentation as an appendix. Describe in detail the instruments to be used in the study. All questions or criteria should be clearly linked to the literature presented in chapter two.

Data Collection–The candidate will provide a concise but thorough description of the steps used to collect data from the participants. Describe any recruitment processes and/or communication; describe the informed consent process; and note the data collection schedule. If interviews are conducted indicate the length, the number, where conducted, and stipulate they will be recorded. For surveys describe the procedures for how they will be distributed and collected. Include all other procedures and processes needed in order to replicate the study. If artifacts are used, describe the process by which the data will be procured, selected, and utilized. For any other methods of data collection provide a complete description of all processes.

Data Analysis-The candidate describes the analysis of the data that was performed as well as the specific steps taken. It is important to reference a research methods book to detail this process. Researcher bias, validity, reliability and other research factors should be addressed as appropriate.

Limitations and Delimitations- Provide a detailed discussion of the limitations and delimitations of the study in this section.

Chapter Four: Results

Chapter Four is where the results from this project are articulated in response to the research questions.

An introduction of the chapter is provided which includes a brief overview of the focus of the study and the research questions. Next, describe the participants. The results will follow in response to the research questions. Generally, the results are presented by research question. A brief interpretation or meaning without discussion are reported. Only the amount of explanation necessary to help the reader understand the basis for the outcomes of the results is included. Articulate how the results leads to a specific finding which will be discussed in chapter 5. Describe any links to the applicable theory or framework. The discussion of the research and implications is reserved for Chapter Five. The report of the results must be thorough enough for the reader to make an independent judgment about the research. Summarize the overall findings established from the results presented.

Chapter Five: Discussion

Chapter Five is where the discussion of the findings from the study are presented. The discussion should align the findings with the theoretical and conceptual framework that was defined in Chapter Two.

Begin with a brief overview of the study which includes the problem, purpose, research questions and brief description of the methodology.

Next the candidate asserts and connects the findings to the predominate studies identified in the literature review, indicating how the results relate to this literature and provides explanations for the findings. Although much of this creative emphasis will be revealed in how the results are correlated with the existing literature, the significance of the findings beyond data analysis should be speculated. Provide a discussion regarding changes in the limitations or delimitations of the research.

The candidate will present a discussion of the implications of the study for professional practice and scholarly work in the field of psychology. Included are any recommendations for changes in psychological concepts and knowledge, or any recommended changes applied to clinical practice. All implications are to be linked explicitly to specific findings from the candidates study.

Additionally, the candidate will present suggested future research topics based on the study that could expand this field of knowledge from the study or which will direct scholars to new areas for further exploration.

Finally, the candidate will summarize personal insights and any final reflections in conclusion of the study.

Reference List and Appendices

The final section of the manuscript includes a complete listing of books and articles cited in the body of the work. Only those authors that have been cited should be listed. The candidate will only include works that are primary sources not secondary sources.

The appendices contain original material referred to in the text but too lengthy to be included, as well as, instrumentation.

Abstract

After the Doctoral Project is complete, the candidate will write an abstract that summarizes the study’s purpose, the primary theoretical and conceptual perspective(s) used, and the major findings and implication in accordance with APA requirements. In The abstract should not exceed 250 words. Although the candidate writes the abstract after the completion of the study, the abstract is placed at the beginning of the Doctoral Project. See Appendix N for an example of the Abstract.

Doctoral Project Resources

Candidates are required to utilize the Doctoral Project Assessment Rubric form found in Appendix G and details the guidelines on which the candidate’s manuscript will be evaluated. The rubric is to be used by the Candidate to provide a self-assessment of the doctoral project when sending drafts to the Chair. The Chair will provide feedback on the draft and utilize the rubric when returning the draft. Appendix H contains the Doctoral Project Checklist and Appendix I provides Tips for Completing the Doctoral Project.

SECTION SEVEN:
THE ORAL DEFENSE

Approval of the Doctoral Project means that the doctoral candidate’s Committee is in agreement that the doctoral candidate may present the project’s worth to an audience of scholars and professionals. The Chair will ensure the final draft along with the Copyright Release Agreement (see Appendix J) are submitted for institution review approval. After the Doctoral Project manuscript has Institution Review approval from the Dean, of the School of Behavioral Sciences, the candidate in conjunction with the Chair and Committee Members can then proceed with the Oral Defense. The university will then coordinate a defense date.

Process

The Oral Defense is hosted by the University and may include Faculty Mentors and invited guests. Preapproval by the Dean is necessary for all invited guests. The chair and candidate are responsible for reminding committee members of the scheduled defense date and any additional essential information.

The candidate may participate in his or her Oral Defense either in person at the University or via audio or video conferencing. For a candidate who elects to defend in-person, at least one committee member must also be present or the Doctoral Project coordinator.

Committee members will attend the Oral Defense of the Doctoral Project either in person or via audio or video conference and sign the Doctoral Project Approval Page via an online signature. See Appendix K.

The degree will then be conferred after all academic and financial commitments to the University have been met.

Oral Defense Power Point Format

The structure of the presentation includes: an overview of the problem, research questions, a review of relevant literature, a discussion of the findings, and a discussion of the implications for practice and recommendations for research. A Power Point template is provided in the resource section of the PSY 87995 course.

Oral Defense Procedure

The defense lasts approximately one hour. The candidate should prepare 20-25 minutes for the presentation. The chair will introduce the attendees from the university. If the candidate has individuals joining, he or she will introduce them. After the candidate’s presentation, the committee will have a discussion with the candidate for further clarity or questions. The candidate will then step out while the committee makes their decision. When the candidate returns, the chair announces the decision. One of three results will be reported:

The Oral Defense of the Doctoral Project is accepted.

The Oral Defense of the Doctoral Project is conditionally accepted for minor changes (Revised drafts must be uploaded into the course when completed.).

The Oral Defense of the Doctoral Project is not accepted.

The University goal is that all candidates achieve the first result.

Appendix A: Sample of Doctoral Project Titles

Treating Diurnal Enuresis in Children with a Biobehavioral
Psychoeducation for Victims of Domestic Abuse using Cognitive Behavioral Treatment
Teacher Implementation of Evidence-Based Behavior Intervention Plans: Fidelity or Futility?
The Role of Parental Divorce on Child and Adolescent Development
Schema Therapy: An Integrative Approach for the Treatment of Borderline Personality Disorder

Clinicians’ Attitudes and Confidence in Establishing and Maintaining Therapeutic Relationships to Mitigate Suicidal Risk in Veterans
An Examination of Suicide: Trends and Motives from a Global Perspective

Treating Self-injurious Behavior in Individuals with Autism Spectrum Disorder
Exploring Animal Assisted Therapy (AAT) in Treating Posttraumatic Stress Disorder (PTSD) and Major Depressive Disorder (MDD)
The Potential of Neurofeedback in Repairing Aberrant Connectivity in Autism Spectrum Disorder

An Examination of Spirituality and Religion as a Tool to Prevent Burnout in Therapists

Psychological Treatment Differentiators and Superior Patient Effectiveness of Partial Hospitalization Programs
Utilizing Research to Explore Factors that Contribute to Suicide amongst Active Duty Military Service Members
A Study of the Efficacy of Early Parent-Child Interventions as Treatment Modalities in the Reduction of Disruptive Childhood Behaviors
Virtual Warrior: Online Gaming Addiction and the U.S. Military
The Efficacy of Meditation as a Complementary Treatment for Veterans Diagnosed with Post-traumatic Stress Disorder.
The Efficacy of Early Parent-Child Interventions as Treatment Modalities in the Reduction of Conduct Disorder in Young Children
Meaning-Making in Fatherhood: A Constructive-Developmental Framework of Father Involvement.
The Effects of the Amino Acids Tryptophan and Theanine in Modifying the Progression of Symptoms of Anxiety: A Systematic Review
African-American Women: Resilience and Trauma
Mindfulness Strategies for Treating Comorbid Chronic Disease and Affective Disorder: An Analysis of the FRESH Program
A Study of the Efficacy of Utilizing Evidence-Based Models in the Treatment of Conduct Disorders
Promoting Brain Integration of Complex Dissociative Disorders

Appendix B: Doctoral Project Committee

DOCTORAL PROJECT COMMITTEE
The Committee consists of at least three members: the Chair and two other Committee Members. They will guide the doctoral candidate through the procedural steps of completing the Doctoral Project and are responsible for managing the candidate through the writing and research processes. This form should be completed by California Southern University Doctoral Candidates planning to conduct a doctoral project.
Submission Instructions: E-mail an electronic copy of the completed Doctoral Project Committee form to your Committee Members for signature and then to your Mentor/Chair for approval, and he or she will forward to the Dean of the School of Behavioral Sciences, Dr. Grimes at bgrimes@calsouthern.edu for final approval.

Doctoral Project Committee Chair

Candidate:

Chair:

Doctoral Project Committee Members

Choose two other committee members to work with you and your Chair and have them sign the committee form as the select members for your committee.
Second Member:
Name, Signature, and Date
Third Member:
Name, Signature, and Date

Request and Approval Signatures

Request for Approval Doctoral Project Candidate: _______________________________
Signature and Date
Approval Committee Chair: ______________________________________________
Signature and Date
Approval Dean of the School of Behavioral Sciences
Dr. Barbara Grimes: __________________________
Signature and Date

Appendix C: Doctoral Project Change of Committee

DOCTORAL PROJECT

CHANGE OF COMMITTEE
Generally, change of committee requests are an exception in the doctoral project process. Doctoral candidates which request a change of committee must submit a Doctoral Project Change in Committee form for approval by the Chair. Changes for one committee member are reviewed and approved by the Dean. Review and approval for changes to the committee consisting of two or more members is forwarded to an academic review board.
Submission Instructions: E-mail an electronic copy of the completed Doctoral Project Change of Committee form to your Chair for approval, and he or she will forward to the Dean of the School of Behavioral Sciences, Dr. Grimes at bgrimes@calsouthern.edu for final approval.
Candidate:
Chair:

Reason for Change
Please provide a detailed explanation for the change of committee request.Explanation:

The doctoral candidate and department have the responsibility of notifying the committee member of removal from the committee. Additionally, the doctoral candidate must identify an appropriate replacement.

Committee Member Change

Please remove the following committee member. ______________________________________
Name of Committee Member for Removal
Please add the following committee member. _______________________________________
Name of Committee Member for Addition
Request to replace a second committee member. This requires review by an academic review board.
Please remove the following committee member. ______________________________________
Name of Committee Member for Removal
Please add the following committee member. _______________________________________
Name of Committee Member for Addition

Approval Signatures

I have discussed the proposed change of committee request with my Chair/Mentor.
Request for Approval Doctoral Project Candidate: _______________________________
Signature and Date

Approval/Disapproval Committee Chair: _____________________________________
Signature and Date

Approval/Disapproval Dean of the School of Behavioral Sciences
Barbara L. Grimes, Ph.D.: ______________________________
Signature and Date

CALIFORNIA SOUTHERN UNIVERSITY

INSTITUTIONAL REVIEW BOARD (IRB) APPLICATION

Application for the Review of Research

This form should be completed by any individual associated with California Southern University who is planning to conduct a research project. For any section that does not apply, please mark NA.
Submission Instructions: Doctoral Learners should email the completed IRB application to their Mentor/Chair for approval. The Mentor/Chair will then forward the application to the Dean of the appropriate school for review and forwarding to the IRB. Faculty who are doing research should email a completed application to their appropriate Dean for review and forwarding to the IRB. Non-faculty and others who are doing research should submit a completed application to the CAO for review and forwarding to the IRB.
The IRB meets the second and fourth Monday’s of every month and applications must be submitted to the IRB two weeks prior to this date for consideration by the full IRB.

Section I: Type of IRB Review
Category 1: Exempt  Category 2: Expedited Review  Category 3: Full Review 

Section II

Name of Principal Investigator:

Phone: E-Mail:

School: ☐Business ☐Education ☐Behavioral Science
Responsible Supervising Faculty Member:

Phone: E-Mail:

Title of Project: _____________________________________________________________

Project Start Date: Planned End Date:

Section III Selection of Subjects

Age Range of Participants:

Estimated Number of Participants: _____
Type of Subject:  Adult  Protected Class  Non-Student  Minor  College Student Other (Describe Protected Class or Other):_____________________
 Yes  No Will access to subjects be gained through a cooperating institution? If yes, indicate institution and attach copy of approval letter from that institution.
Explanation:
 Yes  No Will subjects receive payment or extra credit point compensation for participation? If yes, detail amount form and conditions of award.
Explanation:
 Yes  No Will the subjects be deceived, misled, or have information about the project withheld? If so, identify the information involved, justify the deception, and describe the debriefing plan.
Explanation:

Reviewer Comments:

Response to Reviewer Comments:

Section IV – Research Design, Protocols, Risk, Confidentiality and Consent Forms (Please attach applicable protocols such as surveys and other instruments to the IRB Application).
Directions: In a total of no more than 6 pages, please answer the following questions. Please be brief and concise in your responses to each of these questions. Failure to respond to any questions will cause significant delays.

Research Design and Protocol Description

Type of Study:
☐Theoretical ☐Qualitative ☐Quantitative ☐Mixed Methods
Research Question (s):

Describe the research problem (s):

Describe the aim and objectives:

Describe the significance of the proposed research:
Describe the Research Design Methodology (Theoretical, Qualitative, Quantitative, or Mixed Methods as well as protocols).

Describe how you will access the subjects and/or organizations for participation (Data Collection Procedures).

Describe participant selection criteria:

Risk, Benefits, Privacy and Confidentiality

Attach a copy of the consent form that will be used. If no consent form will be used, explain the procedures used to ensure that participation is voluntary/with permission. Note: This information is particularly important in determining that there is no actual or implied coercion to participate.

Describe the methods that will be used to ensure the confidentiality of all subjects and/or organizations identities and the safeguarding of data. Include how data will be handled after research is completed and the destruction of the data. Confidentiality of data is required.

Describe the risks to the subjects/organization and precautions that will be taken to minimize the risks to the participants. Risk goes beyond physical risk and includes risk to the subject’s dignity and self-respect as well as psychological, emotional, employment, legal, and/or behavioral risk or harm. (Note: there is always minimal risk(s) associated with a project).

Describe the benefits of the project to business and/or society. Also describe benefits to the subject, if any exist. The IRB must have sufficient information to make a determination that the benefits outweigh the risks of the project.

Reviewer Comments:

Response to Reviewer Comments:

Section V – Investigator Assurances

This protocol review form has been completed and typed. I am familiar with the ethical and legal guidelines and regulations (i.e. the Belmont Report, The Code of Federal Regulations Title 45 Part 46, and California Southern University Policy) and will adhere to them. Should material changes in procedure become advisable, I will submit them to the IRB for review prior to initiation the change. If any problems involving human subjects occur, I will immediately notify the IRB. I understand the IRB review must be conducted biennial and that continuation of the project beyond two year requires resubmission and review.

Principal Investigator Date

Supervising Faculty Mentor (if appropriate) Date

End of Application

Note: For the IRB Policy and Guidelines and for the application and forms please go to the University Resource section of the website.

Appendix E: Guidelines and Sample Statements of Informed Consent

Provided are some guidelines for informed consent. The following is a checklist of information that should be included in the informed consent form that each person in the study needs to complete before participating in the research project.
1. Investigator’s name, e-mail address, phone number, and times he/she can be reached.
2. A brief description of the nature and purpose of the project.
3. A statement regarding the confidentiality of records.
4. An explanation of the procedures to be followed.
5. A description of any discomforts or risks to be expected.
6. An explanation of the benefits to be gained.
7. An offer to answer any questions regarding the procedures.
8. An instruction that participation is voluntary and that consent to participate may be withdrawn at any time.
9. A space for signature where the participants (or their legal guardians) sign their name that they have read and understood this information.
Note: Participants must be given the opportunity to consent or not to consent without the intervention of any element of force, fraud, trickery, duress, coercion or undue influence on the participant’s decision.

Example I

I have been informed that this research project is being conducted by_____________, as part of the requirement of the doctorate degree with California Southern University. I understand that his or her study is being conducted under the supervision of _____________, Doctoral Project Chair, California Southern University.
I understand that my participation in this study is voluntary. I understand that I may refuse to participate or withdraw from this study at any time. I also have the right to decline to answer any question(s) that I do not want to answer. I understand that I have been invited to participate in this study to provide information regarding___________.
I agree to complete up to_______ hour(s) of an audio-taped, face-to-face interview, in which I will be asked __________________________________________________. I understand that the questions will focus on____________________. I understand that I may be contacted by phone for up to 1 month after the interview to answer follow-up question or to clarify my earlier responses, which may last up to 15 minutes. I understand that I may request to review the transcript from the interview.
I understand that no information gathered from my participation in the study will be released to others without my written permission or as required by law. I understand the following Limits of Confidentiality apply to communications between psychologists and patients/clients, and also apply to information disclosed for research purposes.

Limits of Confidentiality: The law protects the privacy of all communications between a patient and a licensed clinical psychologist. In most situations, a psychologist can only release information about your treatment to others if you sign a written authorization form that meets certain legal requirements imposed by HIPAA. However, there are some situations in which a psychologist may be permitted or required to disclose information without the patient’s consent or authorization. These situations include:
If there is reasonable suspicion or evidence that a child under age 18 is suffering or has been the victim of child abuse (including sexual and physical abuse, and neglect), the law requires that a psychologist file a report with the appropriate governmental agency (Child Protective Services) and legal authorities. The psychologist may also make a report if they know or reasonably suspect emotional abuse or mental suffering inflicted upon a child.
If a psychologist has reasonable suspicion or evidence that an elder or dependent adult is suffering or has been the victim of abuse (including sexual, physical, emotional and financial abuse, neglect, abandonment, abduction, isolation), the law requires that the psychologist report to legal authorities and/or the State Department of Social Services.
If a patient (or a family member of the patient) communicates an imminent threat of physical violence against an identifiable victim (the patient’s intent to harm or plan to harm), the psychologist may be required to take protective actions including notifying the potential victim (s), and contacting the police. The psychologist may also seek hospitalization for the patient.
If a patient communicates intent and/or a plan to harm himself/herself (commit suicide), the psychologist is required to notify legal authorities and make reasonable attempts to protect the patient including seeking hospitalization and notify family members who can help provide protection.
I understand that if the findings of the study are published or presented to a professional audience, no personally identifying information will be released. The data will be stored in a secure and locked location for five years after which the data will be destroyed.
I understand that the researcher will answer questions I have at any time about the project or about my participation. I may contact him/her at______________________.

If I have questions about the study or about my rights as a research subject, I may contact the Chairperson of the California Southern University Institutional Review Board, c/o Dr. Robert Weathers at California Southern University, 930 Roosevelt, Irvine, CA 92620, irb@calsouthern.edu.
I understand to my satisfaction the information in the consent form regarding my participation in the research project. All of my questions have been answered to my satisfaction. I have received a copy of this informed consent form, which I have read and understand. I hereby consent to participate in the research described.

Participants Signature Date

Example II

I have been informed that this research project is being conducted by_____________, as part of the requirement of the doctorate degree with California Southern University. I understand that his or her study is being conducted under the supervision of _____________, Doctoral Project Chair, California Southern University.
I understand that my participation in this study is voluntary. I understand that I may refuse to participate or withdraw from this study at any time. I also have the right to decline to answer any question(s) that I do not want to answer. I understand that I have been invited to participate in this study to provide information regarding___________.
I agree to complete up to_______ hour(s) of an audio-taped, face-to-face interview, in which I will be asked __________________________________________________. I understand that the questions will focus on____________________. I understand that I may be contacted by phone for up to 1 month after the interview to answer follow-up question or to clarify my earlier responses, which may last up to 15 minutes. I understand that I may request to review the transcript from the interview.
I understand that no information gathered from my participation in the study will be released to others without my written permission or as required by law. I understand that if the findings of the study are published or presented to a professional audience, no personally identifying information will be released. The data will be stored in a secure and locked location for five years after which the data will be destroyed.
I understand that the researcher will answer questions I have at any time about the project or about my participation. I may contact him/her at______________________.

Participants Signature Date

Example III

Doctoral Project Title

I understand that this study is of a research nature. It may offer no direct benefit to me.
Participation in this study is voluntary. I may refuse to participate or may withdraw from it at any time without creating any harmful consequences to myself. I understand also that the investigator may drop me at any time from the study. I understand information will be properly safeguarded.
The purpose of doing this study is:

As a participant in this study I will be asked to take part in the following procedures

Participation in the study will take ____________________ of my time and will take
place at

The risks, discomforts, and inconvenience of the above procedure might be:

The possible benefits of the procedure might be:
Direct benefits to me:
(b) Benefits to others:

5. The information about this study was discussed with me by

If I have further questions, I can contact him/her at

6. My compensation for being in this study is $_____________
If I do not finish the procedures, I will receive a minimum of $______________

Signature _________________________________
Date________________________

Example IV

Title of the Study

I agree to have ________________ ask me a series of questions about

2. These questions will be asked at ________________ and will take about minutes.
(location)
3. The purpose of asking these questions is to_____________________________________

4. I understand that some of the questions might be embarrassing or annoying to me. The researcher has explained that my name will not be recorded on the questionnaire and that my answers will be used only by the investigator in the analysis of the data and properly safeguarded.

5. I understand that this research may result in ________________ which may or may not be of immediate value to me personally. (benefit)

6. Information about this study and the location of my interview has been given to me by ________________. I can reach him/her any time I have questions at ______________
(researcher)

7. I understand that I can refuse to answer any question and can withdraw from this study without jeopardizing my standing in or care by

8. I am (not) receiving any compensation for participating in this study. ______________

Signature _____________________________
Date_________________________________

Appendix F: IRB Completion Form

Institutional Review Board Completion Form

This form is to be used to report research completion to the Institutional Review Board (IRB) at California Southern University.
Title of Project: ___________________________________________________________
Date Final Defense was Passed: ________
Name of Researcher: _____________________
I understand all research must be appropriately stored and maintained for the longest period of time which pertains to the type of files utilized for the research.
There are a number of regulations to consider to determine how long you are required to store records after the completion of research. Note you must keep records for the longest applicable period of time. Federal regulations require the securement of research records for at least 3 years after the completion of the research (45 CFR 46.115). Other standards may also be applicable to storing records. HIPAA regulations require records to be retained for at least 6 years after a participant has signed an authorization. You must keep your research records for at least 3 years.
Signature of Researcher: ____________________________
Signature of Research Supervisor: ____________________________
Signature of IRB: ____________________________
IRB is to return a copy to the researcher and retain a copy.

Appendix G: Doctoral Project Assessment Rubric

Appendix H: Doctoral Project Checklist

Yes No
____ ____ Submit Copyright Agreement Release & Draft for Institutional Review
____ ____ Title Page
____ ____ Copyright Page
____ ____ Acknowledgements
____ ____ Doctoral Project Abstract
____ ____ Table of Contents
Chapter One: Overview of the Study
____ ____ Overview of the Study (no heading)
____ ____ Background of the Study
____ ____ Statement of the Problem
____ ____ Purpose of the Study (Includes Research Questions)
____ ____ Theoretical and Conceptual Framework
____ ____ Significance of the Study
____ ____ Limitations and Delimitations
____ ____ Definition of Terms
____ ____ Organization of the Study
Chapter Two: Literature Review
____ ____ Literature Review Introduction (no heading)
____ ____ Section 1 (use the name of the section for heading)
____ ____ Section 2 (use the name of the section for heading)
____ ____ Section X (repeat for all sections)
____ ____ Theoretical or Conceptual Framework
____ ____ Summary
Chapter Three: Methodology
____ ____ Overview and Re-statement of the Problem (research questions)
____ ____ Research Method and Design
____ ____ Participants
____ ____ Instrumentation (Qualitative or Quantitative)
____ ____ Data Collection (All)
____ ____ Data Analysis (All)
Chapter Four: Results
____ ____ Introduction (not a heading)
____ ____ Participant Description
____ ____ Results presented by Research Question
____ ____ Summary
Chapter Five: Discussion of Findings
____ ____ Introduction (not a heading)
____ ____ Discussion of Findings (Limitations/Delimitations if any changes.)
____ ____ Implications for Practice
____ ____ Recommendations for Future Research
____ ____ Conclusion
____ ____ References
____ ____ Appendices

Appendix I: Tips for Completing the Doctoral Project
The following tips are meant to aid you in completing your culminating endeavor of your doctorate degree.
Once you formulate a research topic from your extensive review of the literature, share your ideas with others. These discussions keep the creative process going and may results in the generation of new ideas.
Establish a cohort with other colleagues, if possible. A support system can be an important asset in completing your project. Create virtual writing groups with peers.
Establish a specific area to be your private space for working on your doctoral project research. Doing so will help you develop a dedicated environment in which to conduct your research. Placing time on the calendar as you do for class assignments is effective so that you and your family members can respect the time involved in completing a doctoral project.
Refer to the reference sections of journal articles devoted to your topic to serve as a source for additional references.
Review available master’s theses, doctoral projects, and dissertations in your field of study. These documents often provide direction for your research and aid in developing your proposal.
As you write your project, tell your readers in the first paragraph the focus for each section. Keep them from guessing; refer to your purpose and intention throughout your work. Highlight the purpose and intention throughout each chapter as appropriate from the overview and research questions, into the literature review, through the methodology, directly into the findings, and through the discussion section.
When you submit your work for review, be sure it is neat, accurate, and free of misspelled words, incorrect grammar or syntax, or inappropriate citations or references. Proof your work carefully. Use the Doctoral Project Rubric to assess your work and submit with your draft to the Chair. A professional editor is suggested; however, you will be required to ensure the format and grammar are correct.
Make your writing crisp by eliminating passive voice (e.g., there is, there are). Avoid using pronouns (e.g., this, that, it) rather than adjectives. Conduct a global search for these words and then reformat each sentence with the actual subject and an active verb.
When you send material to your Doctoral Project Chair, be sure to give him or her up to 10 days to review and comment on your work or schedule a review in advance. When you contact your Chair, be sure to be well prepared to state what you want from him or her and how he or she can best help you. Comments from individual Committee Members will be sent to you through your Chair.
Working with your Committee Chair involves an exchange of ideas and opinions. Getting the most out of criticism is a highly recommended skill. While you may become attached to your theoretical approach and/or methodology, take time to put yourself in the position of your Committee and see your work from their perspective.
Receiving a critique may be emotionally stressful; however, process your feelings and asking for help enables you to sort out the meaning of the feedback.
Always keep a copy on file for yourself and always back up your work. A good option is to establish a free Dropbox account which saves your work on the Cloud and gives you access to your work from any computer.
When you have a difference of opinion with your committee, share your line of reasoning. This is scholarly, Socratic dialogue at its best.
Because most scholars may only have exposure to your project through your abstract, make sure that your word selection conveys the essence of the purpose and findings of your research.
Remember to budget your time in order to balance your personal, educational, and professional lives.
Use the Librarian to assist when searching for literature. When searching for key studies, save your searches. Capture the key words used and the database searched as well.
Use two computer screens when working on your project. Every laptop is designed to connect to another display, desktop, TV, etc. You can view and take notes on articles on a second screen as you work on the primary screen.

Appendix J: Sample Copyright Release Agreement

Many Psy.D doctoral candidates decide to copyright their projects. This is a good idea if follow-up research is anticipated or if a truly innovative concept is developed in the project.
The University retains the right to use Doctoral Projects for academic purposes such as displaying them in a library that is open for public review, making them available for review by other doctoral candidates of this institution, and providing copies for review by educational or professional licensing and accrediting agencies.
In the event the doctoral candidate chooses to copyright the Doctoral Project, the University still retains its right to use the Doctoral Project for educational purposes as described. To document the doctoral candidate’s agreement with this condition, the doctoral candidate is to sign and date the following statement and return to the Committee Chair with a copy attached to the final version of the project submitted for the course.
________________________________________________________________________

To: School of Behavioral Sciences

From: Susan Smith, Doctoral Candidate

Subject: Copyright Agreement Release

Date: July 2016

I, Susan Smith, Doctoral Candidate, do hereby grant California Southern University permission to use my Doctoral Project for educational purposes as described in this memorandum.

_______________________________________ ____________
Susan Smith, Doctoral Candidate Date

Appendix K: Sample Approval Page

California Southern University Approval

We, the undersigned, certify we have read this Doctoral Project and approve it as adequate in scope and quality for the degree of Doctor of Psychology.

Doctoral Candidate:

Title of Doctoral Project:
Doctoral Project Committee:
(Type name and degree)

Signed: ________________________________________________
Project Chair Date
(Type name and degree)

Signed: ________________________________________________ _________
Committee Member Date
(Type name and degree)

Signed: ________________________________________________ _________
Committee Member Date
Barbara L. Grimes, Ph.D.

Signed: ________________________________________________ _________
Dean, School of Behavioral Science Date

Appendix L: Sample Title Page
Running head: TITLE OF YOUR STUDY 1
Name of Study

Doctoral Project
Presented to the Faculty
School of Behavioral Sciences
California Southern University
in partial fulfillment of the requirements for
the degree of

DOCTOR
OF
PSYCHOLOGY
by
Student Name
Date of Defense

Appendix M: Sample Copyright Page
SHORT TITLE OF STUDY 2

Appendix N: Sample Doctoral Project Title Pages

Running head: SHORT TITLE OF STUDY 1

Creating Opportunity after Crisis: Examining the Development of the Post-Earthquake
Haitian Mental Health Care System

A Doctoral Project
Presented to the Faculty
School of Behavioral Sciences
California Southern University

In partial fulfillment of
the requirement for the
degree of

DOCTOR
OF
PSYCHOLOGY

By
Nancy R.F. Bortko Miller
November 6, 2014

SHORT TITLE FOR STUDY 2

© 2014
NANCY R.F.BORTKO MILLER
SHORT TITLE OF STUDY 3
ACKNOWLEDGMENTS
I would like to extend my appreciation to chairperson Kate Andrews, Ph.D. and advisor Alpa Bajaj Psy.D. for providing their expertise and counsel throughout my educational journey. Librarian Jennifer Hill MSI assisted in obtaining resources and contributed to reviewing and editing the details necessary in the References section of this research project. Their guidance, support, and important feedback afforded me the opportunity to refine and analyze my ideas while I continued to learn and grow.
I am grateful to my colleague and friend Deborah Dueck Ph.D. for her optimism and encouragement. Through frequent interactions and careful advice, we motivated one another to complete set goals throughout the research process, which helped make this manuscript a reality.
A very special heartfelt appreciation goes out to the most remarkable person in my life, my husband and best friend, Merton W. Miller, who offered his positive support and unyielding encouragement as I pursued my lifelong educational goal. His balanced perspective and clever humor assisted me through the challenges experienced during the course of my studies. I am thankful for my children and their spouses: Bryan and Alyson Miller, Antonio and Regina Kassar, and Megan L. Miller. This research project could not have been written without their unwavering support and patience. My wonderful grandchildren Dylan, Layla, and Maryjane Miller; and Grace and Elias Kassar offered their unconditional love and infectious laughter, which provided me the renewed energy and inspiration needed to achieve my goal!

SHORT TITLE OF STUDY 4
I would also like to express my gratitude and respect to the Haitian people. The heart of this manuscript belongs to them. I was inspired by the Haitian spirit and resilience as they worked to overcome their challenges and suffering after the 2010 earthquake. As a disaster mental health provider at Project Medishare Hospital in Port-au-Prince, Haiti, I gained valuable knowledge from my experience with the local Haitian families. This manuscript advocates for the oppressed, giving a voice to marginalized individuals and calling for global mental health change. I extend my deepest appreciation!

SHORT TITLE OF STUDY 5

Abstract

The scope of this theoretical study is comprised of an extensive review and interpretation of published studies by governmental organizations such as the World Health Organization (WHO); non-governmental organizations (NGOs); and individuals detailing the theories, concepts, and relationships that exist regarding the social and economic effects of the global burden of mental health disorders and the substantial treatment gap of mental health conditions in low-resourced settings such as Haiti. Humanitarian emergencies are presented as opportunities to build better mental health systems in low-income countries (LICs). Exploring Haiti’s trauma signature (TSIG) identified risk factors for post-disaster mental health consequences to include posttraumatic stress disorder (PTSD) and major depressive disorder (MDD) within the adult population. Three culturally relevant community-based mental health programs Soulaje Lespri Moun (SLM), Partners in Health/Zanmi Lasante (PIH/ZL), and Pwogwam Sante´ Mantal (PSM), and one hospital-centered program, Project Medishare Hospital, are highlighted to demonstrate the implementation of successful mental health care services in post-earthquake Haiti. This project is focused on confronting the barriers to mental health services in Haiti with the goal of developing a long-term sustainable mental health system. This research project’s findings are congruent with previous research, which described coordinating with local leadership and integrating culturally relevant, community-focused, and evidence-based mental health care with existing health services. These elements are essential in the development of long-term sustainable services in LICs.

of Page lxxi of lxxvi School of Behavioral Sciences © 2016 California Southern University Sciences © Page lxxi of lxxvi School of Behavioral Sciences © 2016 California Southern University California Southern University

SHORT TITLE OF STUDY 6

TABLE OF CONTENTS

Doctoral project Manual 1

TABLE OF CONTENTS 2

SECTION TWO 9

Functions of the Committee Members 13

Working with the Committee Chair 14

Manuscript Submission 19

Doctoral Projects will be uploaded in the course area like all other assignments. The font should be 12-point Times New Roman. It is important that consistency in type and APA formatting be maintained throughout the project. Font in tables, figures, and graphs may be 10 or 11 point. 19

Format / Text Spacing 19

The text should be double-spaced with the following exceptions which are single-spaced: 19

Margins 19

All margins are one inch and all text is aligned to the left margin. The right margin will be uneven. 19

Pagination 20

Begin numbering on the Title page using Arabic numerals, followed by the Copyright page, the Acknowledgment page, the Abstract, the Table of Contents, Chapters One through Five along with references and Appendices. Candidates should use the pagination tool and include in the header to ensure consistency and uniformity. Page numbers are justified to the right margin. 20

Headings 20

Include the running head on the title page with page number. This includes a shortened title at the top of the page inside the MS Word page header. The running head is a maximum of 50 characters, including spaces. 20

The placement and style of section headings and subheadings should conform to the APA Manual (e.g., boldface, indentation, italics). Note that Chapter heading will be presented in all caps. All other headings will follow standard APA formatting. 20

Length 20

References 20

Table of Contents 21

Each heading and subheading should be listed in the Table of Contents. Heading and subheading formats should correspond to APA formatting. The Table of Contents is to be single-spaced. 21

Tables, Charts, and Photographs 21

Tables, charts, and photographs should be either black and white or grey scale and integrated into the text using APA formatting unless they are larger than one page. In that case, they are included as an appendix. 21

Submission 22

The Oral Defense is hosted by the University and may include Faculty Mentors and invited guests. Preapproval by the Dean is necessary for all invited guests. The chair and candidate are responsible for reminding committee members of the scheduled defense date and any additional essential information. 30

Abstract

lxxi

LIST OF TABLES

lxxiii

LIST OF FIGURES

lxxiv

CHAPTER ONE: OVERVIEW of the STUDY

SHORT TITLE OF STUDY 8

LIST OF TABLES

Table 1. Haiti 2010 earthquake: Disaster stressors associated with the forces of harm 123

Table 2. Haiti 2010 earthquake: The trauma signature 124

Table 3. World Health Organization projections of mental disorders in adult populations affected by emergencies 126

SHORT TITLE OF STUDY 9

LIST OF FIGURES

Figure 1. Haiti 19

Figure 2. A family transporting agricultural products to market, Port-au-Prince 21

Figure 3. Primary students in school uniform 23

Figure 4. Classroom at Foyer Renmen Orphanage, Bon Repos, Haiti 24

Figure 5. The National Palace ruins, Port-au-Prince 35

Figure 6. Houses destroyed, Port-au-Prince 36

Figure 7. Disaster ecology model 39

Figure 8. Internally displaced persons camp, Port-au-Prince 44

lxxvlxxviilxxvlxxviilxxvlxxvii

lxxvlxxvii

CREATING OPPORTUNITY AFTER CRISIS 10

CHAPTER ONE: OVERVIEW of the STUDY

Societies that experience complex emergencies require mental health support as part of their recovery. Mental health services are essential to improve the functioning and resilience of society (WHO, 2013a). This study will review literature that demonstrates the substantial treatment gap of mental health conditions in a low resource setting and its effects on the populace (WHO, 2013a). Haiti will be used as the example. Humanitarian emergencies offer opportunities in low resource settings to develop mental health services and improve the lives of people with mental health disorders (Lopez, Mathers, Ezzati, Jamison, & Murray, 2006 as cited in Abdulmalik et al., 2013). The devastating earthquake in Haiti in 2010 exposed its lack of preexisting mental health services. The earthquake served as the impetus for identifying and integrating mental health as an essential part of the post-earthquake Haitian health care system (Raviola, et al., 2013).

WHO (2013a) reported that humanitarian emergencies offer opportunities to low

resource settings to develop mental health services. WHO’s Department of Mental Health and Substance Abuse Director Mark van Ommeren noted that people affected by catastrophic events have long-term problems and require long-term care. He said emergencies present an enormous opportunity to build better health systems, especially mental health systems, which, according to WHO, are virtually nonexistent in low- and middle-income countries (New WHO report, 2013).

Running Head:

PAPER #3 MIXED METHODS

PAPER #3 MIXED METHODS 9

Paper #3

Mixed

Methods

Laura Kay Utgard

Cal Southern University

Linda Fischer

PSY:87127: Research Methods

July, 2018

PAPER #3 MIXED METHODS

Gifted student education has been faced with challenges and this interferes with the normal learning processes of these children. Gifted students are different from other students and therefore, their educational requirement is totally different from those of other students. In order to make them match other learners in terms of education, it is important to provide them with the necessary tools or resources which are important towards their successful learning. Nevertheless, these requirements are lacking in most learning centers are little efforts have been made towards addressing this issue. Also, these children are facing stigmatization which also negatively affects their learning process. The applicable theory to be used is the Dabrowski’s theory of positive disintegration. The research question is on how the factors identified in mixed, qualitative, and quantitative articles are affecting the education of the gifted students. The key areas in this discussion are basically on the relationship between the Dabrowski’s theory of positive integration and the factors which are affecting the education of the gifted students i.e. the rural setting, the stigmatization, the curriculum, and the aspects of the development. This discussion is based on the previous work which was based on the chart used for the Dabrowski’s theory of the positive integration.

The refining of the selected chart will be basically on the selected articles i.e. quantitative, qualitative, and the mixed study. In this case, the focus will be on how the behavior and the psychomotor of the gifted students are impacting on their studies.

Discussion of the chart in relations to the selected articles

Qualitative

Kyle et al. (2011) aimed at looking at some specific aspects needed to improve the education of the gifted students. According to this study, it is always necessary to make an adjustment to the curriculum so that the need of the gifted children can be met. This is based on understanding that these children are totally different from other students, therefore, for them to match others, they have to be provided with necessary tools in their learning process. Knowing the emotional intensities of the gifted students is what drives Dabrowski towards what he termed as the overexcitabilities which are the key aspect towards the teaching of the gifted students. In this case, the areas of sensitivity which must be put into consideration towards the improvement of the gifted student education are the psychomotor, sensual, intellectual, imaginational, and the emotion. Being aware of the students’ overexcitabilities is important for the teachers for the purposes of shaping the engagement, personalized, and the learning experiences of the gifted students (Kyle, Dianne, & Mary, 2015).

Callahan (2015) also carried out the investigation on the effect of the curricula and the instructional form for the gifted students. The nature of the effective curriculum for the gifted students is supposed to offer a framework aimed at reducing the disparity in focus between the cognitive and the social-emotional development. Dabrowski believed that psychomotor and the emotional overexcitability (OE) offers stronger stamina as well as motivation which are usually expressed in terms of being intense in work and creative (Callahan, 2015). This is important as it leads the gifted students towards full potential through the eventual development of specific social-emotional abilities like the harmonious passion, accepting the ambiguity, readiness to view failure as an opportunity for the growth, and the increased capacity towards setting and attaining the meaningful goals.

Stambaugh (2015) in his study tried to look at some important aspects in the rural settings and its relationship to the serving of the gifted students. Based on this study, there are a number of challenges being faced towards providing effective education to the gifted students. It is therefore important to understand the perspective of gifted rural students so that teachers recognize and educate them efficiently. The characteristics of the giftedness and perfectionism run from healthy to dysfunctional and the support of the educators, parents, friends, and community members are important in assisting the gifted kids to preserve healthy perfectionism. According to the Dabrowski, perfectionism is an essential trait being shared by the several gifted students thus helping them in creating high-quality work. Through being perfectionists, gifted students are in a position to try their most excellent and understand high expectations of their parents for their accomplishment (Stambaugh & Wood, 2015).

Quantitative

According to the publication by Cresswell (2013), the gifted students regardless of their higher levels of intelligence in comparison to other learners are always disadvantaged since they do not meet the necessary learning environment towards their success. They are affected by the stereotyping of the labeling act and this changes their perception with regard to how people view them. The social environment and the peer pressure usually constrain the expression and creativity of the individuals. According to Dabrowski, intellectual, imagination, and emotions causes the person to experience daily life more intensely and feel the extremities of the joys and the sorrows profoundly (Cresswell, 2013).

Carpendale (2014) argued that when the gifted students are permitted to explore their social world, they have the opportunity of experiencing many things through the process of social interaction. This motivates them towards the performance in the classroom. Overexcitability increases the importance of the role being played by the person-environment interaction. Through personality, students are able to choose their environment with consciousness and making decisions on the kind of the response (Carpendale, 2014).

Azano (2017) carried out a book review on the concern related to serving the gifted children in the rural areas. Learning of the gifted students in the rural areas are affected by the political and the philosophical battles which are connected to the elitism and the lack of adequate resources. The negative impacts of the politics are not creating an effective learning environment for the education of the gifted students. The impacts of negative politics include lack of resources and adequate towards the improvement of education for these children (Azano, 2017). Due to bad politics, there are few qualified teachers within the rural setting to provide quality education to the students. Also, the teachers’ beliefs and the attitudes towards gifted students influence their practices and the students’ experience of education. Based on the Dabrowski’s theory, the developed personality of the teachers is, therefore, affecting the education of the gifted students.

Mixed

In his work, Daniel (2014) applied the systematic review study while comparing the gifted and the non-gifted students. He performed the research appraisal for the identification, description, and the evaluation of the outcomes. Based on this review, it was evident that most studies have utilized the psychometric tests in operationalizing giftedness. According to this study, the outcome showed that gifted students have high overexcitability with regard to the sensual, imagination, psychomotor, emotion, and the intellectual. Based on the Dabrowski’s theory, due to the high overexcitability, the gifted children were are shy, enthusiastic, have a vivid memory, craving novelty, curious, and have the desire to know everything regardless of its benefits. (Daniel, 2014).

In another study by Niki (2017), the objective was to investigate the interrelationship between the overexcitabilities and the learning patterns based on the personality development. The author utilized the Bayesian model and the results showed that intellectual overexcitabilities represent the deep learning (Niki & Peter, 2017).

Recommendations

In order to improve the education of the gifted students, it is important to consider some of the essential solutions which can be used to effectively use against the challenges such as lack of resources, poor curriculum framework, and the emotional support to the children. Policy makers have to consider the needs of the gifted children while designing education curriculum. The governments need to prioritize in improving the education structures to meet the needs of the gifted children. Qualified teachers should be recruited to serve the rural learning centers.

Conclusions

It is clear that there is lack of efforts being made towards improvement of education of the gifted children. This is despite the existence of the laws that are aimed at ensuring that all children are provided with the necessary education. Policy makers have been doing little to help in improving the education of the gifted students. This is greatly affected by the education outcome of the gifted students.

References

Azano, P. (2017). Book review of serving gifted students in rural settings. Journal of Research in Rural Education, 32 (2), 1-3.

Callahan, C. (2015). What works in gifted education: documenting the effects of an integrated curricular or the instructional model for the gifted students. American Educational Research Journal, 52 (1), 137-167.

Carpendale, J. (2014). Social interaction and development of knowledge. Psychology Press.

Cresswell, J. (2013). Research design: Qualitative, quantitative, and the mixed methods approach. Sage.

Daniel, L. (2014). Giftedness and overexcitability: investigating the evidence.

Kyle, W., Dianne, F. V., & Mary, C. (2015). Active advocacy: working together for appropriate services for the gifted learners. Spring, 34 (2), 20-25.

Niki, D. B., & Peter, V. P. (2017). Emphasis on emotions in student learning: Analyzing the relationship between overexcitability and the learning approach using Bayesian MIMIC modeling. High Ability Studies, 28 (2), 225-248.

Stambaugh, T., & Wood, S. (2015). Serving gifted students in rural settings. Waco, TX: Prufrock Press.

Appendices

Appendix 1: Dabrowski’s theory of positive disintegration into the curriculum for the gifted talented students

Running head: APPLICATION OF METHODS 5

The h above in Head is lower case. The title is ALL CAPS.

Application of Methods

Laura Kay Utgard

Cal Southern University

PSY 87127 Research Methods in Psychology

Linda Fischer

July, 2018

You need to select different first page when you set up page one first then format the header. Page two does not have the words Running head in the header.

Application of Methods

Research approaches are the steps that provide a broader assumption regarding a detailed technique regarding data collection, review as well as data interpretation (Creswell, 2013). The strategy includes the procedure as well as plans that are needed for the research. Several decisions need to be made regarding the approach that a researcher should use. A philosophical assumption is made by the researchers to be able to come to the inquiry procedures which are known as the research designs as well as the particular research techniques of collection of data, review as well as interpretation (Creswell, 2013). According to Creswell, A research approach is based on the problem’s nature being addressed. Three research approaches which are quantitative, mixed methods as well as the qualitative research approach finish sentence. Comment by Reviewer [2]: You can right click to correct errors Comment by Reviewer [3]: You can right click to correct errors.

Qualitative Research

The qualitative research approach focuses on the exploration as well as the understanding the meaning groups or individuals attribute to a human or social issue (Creswell, 2013). In this kind of research approach, it focuses on the arising question as well as procedures, the data that is typically collected in the setting of the participants, the review of data inductively creating from the particulars to the general themes, as well as the researcher creating interpretations of data to give it a meaning (Creswell, 2013). You have to source what follows. In this research approach, the final report often has a flexible structure and those to tend to utilize this kind of approach in their research support a manner of viewing at the study which honors the inductive style. The qualitative research approach focuses mainly on the individual meaning as well as the effectiveness of interpreting the complexity of a scenario. The research designs that are used in this study approach include the narrative research, Phenomenological research, ethnography, the grounded theory, as well as the case study research design. The qualitative research approach is for providing a better understanding of the human conduct.
Comment by Reviewer [4]: This heading should be centered. See the APA manual for headings.

Quantitative
Research

The quantitative research approach is often used to test the objective hypothesis by examining, the connection between the variables (source). In turn, the variables may be measured, using the instrument, so as the numbered data may be reviewed using the statistical procedures. The final report from the quantitative research approach often usually has a structure which is set and it comprises of the introduction, literature as well as the hypothesis, the techniques, the outcome as well as the discussion. The researchers that opt to use of research approach tend to create assumptions in regards to testing the hypothesis deductively, creating protection against biases, managing for other alternative explanations as well as having the ability to generalize as well as replicate the findings. The research approach uses are the experimental research design and the non-experimental research design. The quantitative research approach inquiry strategies are often connected the post-positivity worldview, which originated from psychology. The research designs that are used in the quantitative research tend to elaborate more into a complex connection between the variables which are found in the methods of the structural equation modeling, logistic regression as well as hierarchical modeling. Quantitative research designs are also involved in complex experiments which comprise of several treatments as well as variables. You need to source this paragraph. Call if you do not understand APA citations and use. Comment by Reviewer [5]: Hi, You should correct these errors before sending your paper. Right click on them for options. These were noted in the previous draft.

Mixed Method Research
Approach Comment by Reviewer [6]: Fix heading.

The mixed methods research approach is a type of approach where its technique of inquiry includes the collection of both the quantitative research data as well as the qualitative research data, the integration of the two types of data as well as the utilization of distinct designs which may involve the hypothetical structure as well as the philosophical assumptions (Creswell, 2013). You need to source what follows. The bottom line assumption of inquiry is the combination of the quantitative as well as the qualitative research approaches which offers an efficient understanding of the problem being studied compared to both approaches when they are alone. The research design in the mixed approach focuses on the combination of quantitative as well as qualitative research as well as data in the problem being studied. Thus it research designs that this research method uses are the ones that are used in both the qualitative and the quantitative research methods. As the quantitative research included the closed ended responses like those found on questionnaires of the psychological tools, the qualitative research methods have open-ended questions which have no predetermined responses and through the combination of both a research is able to have a better understanding of the problem he or she is focusing onat.

References:

American Psychological Association (2010). Publication manual of the American Psychological Association . (6th Edition). Washington, D.C.

Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches. Sage. 9781452226101

Search and Select Studies

The header is incorrect above. I corrected the header for you on the previous draft.

Search and Select Studies

Laura Kay Utgard

Cal Southern University

PSY 87127: Research Methods

Linda Fischer
Comment by Reviewer: Correct these errors before sending.

July, 2018

Education and the Issue of the Gifted Students and the Related Theories

The education of the talented students is facing a lot of challenges as these students are not provided with the necessary requirements or attention from the teachers and other education stakeholders. These students are facing stigmatization which prevents them from fully utilizing their talents. You need a complete introduction and you need to source. Comment by Reviewer [2]: Your paper should be double spaced. Comment by Reviewer [3]: Interesting topic.You need to source your discussion.

Looking at the “stigma of giftedness” theory, stereotyping makes the gifted students to either fail to fully use their potential and keep away from identifying with the stigma or to over-identify with the label through the adoption of the stereotypical features. Study by Jillian (year) stateson “Children with gifts and talents: looking beyond traditional labels, the gifted children are affected by stereotyping or the labeling act which tends to be a problem for them since they are shaping their individual perception. Labeling is also affecting the behaviors as well as the perceptions of the gifted students (Jillian, 2010). Finish discussion. Comment by Reviewer [4]: Where does quote end. You need a page number for all quotes.

Gifted children are also lacking emotional support from the stakeholders of education i.e. the parents and the families. You need to use APA in text citations. According to Author (year), the attachment theory, kids who are enjoying a safe attachment connection with caregivers find it easier to explore their environment. These children are able to reach out to others and return to the caregivers for support and go further to exploit their social relationship. Smith (year) in his study on the “the social and emotional lives of gifted kids” stated that emotional and the social support from the teachers, parents, and other relevant stakeholders is important towards the development of the gifted children in their education. Social and the emotional support involve enjoying the attachment relationship from the parents as well as those who are close to the children. Through exploring their social world through the support of the caregivers, they are more likely to learn from their experience in the social interaction and be motivated towards their classroom education (Smith, 2015). Finish discussion.

Education sectors have also failed to integrate the suitable component of the education system which promotes the gifted students. According to the Dabrowski’s theory of positive disintegration, for the gifted children to develop, it is necessary to have a progress through the pentatonic level i.e. their personality and emotional development. Callahan is his study of “what works in gifted education stated that an effective component in the curriculum involves the inclusion of some important aspects that benefit all the learners. Gifted and the talented children need some special care in their education for them to match other learners (Callahan, 2015). The component of the curriculum needs to be the one which considers their psychomotor, sensual, intellectual, imagination, and the emotional needs towards their learning requirements (Silverman, 2016). Finish discussion. Comment by Reviewer [5]: Clarify who you are using.

Another challenge facing the education of the gifted students is the issue of the lack of the necessary resources which are required for their learning. Source what follows. The most affected areas are the learning centers in the rural locations. The psychosocial development theory which was put forward by Erikson is highlighting the necessity of satisfying the social-emotional needs of the talented individuals. According to this theory, individuals have to develop by passing through the eight developmental stages from the infancy to adulthood. Azano (year) in his book while reviewing the issue of serving gifted students in rural settings stated that the environmental aspects are involving the social as well as the economic factors which are important towards positively impacting on the education of the gifted children (Azano, 2017). Finish discussion. Provide a direction or were you able to establish a specific point? Comment by Reviewer [6]: Use correct APA citation.

It is, therefore, necessary to provide the nurturing environment which is serving the social and the emotional needs of the gifted children to help them in the developing socially as well as establishing their social identity (source). Therefore, in the rural areas, there are numerous resources which are required for the learning process of these children and due to lack of these resources; they tend to perceive themselves and their environment is different from others thus affecting their socio-emotional development (Kolb, 2014). Finish discussion.

Lack of advocacy as well as working as a team towards improving the educational services is also affecting the learning of the gifted students. You need to source. Based on Piaget’s theory of development, it is important to accommodate all children for them to develop. It is involving the taking of the new information in their environment where these children are existing and then altering the pre-existing schemas to fit the new information. According to the study by Kyle on the active advocacy and working together for appropriate services for the gifted learner, , advocacy by the stakeholders of the gifted children must involve understanding the challenges in order to look for the new solution which is better than the previously applied ones (Kyle, 2011). The human brain can be programmed through change (Carpendale, 2014). Finish discussion.
Comment by Reviewer [7]: Heading not warranted.

Summary

Based on the study of these articles, it is evidence that the The process or the steps being taken towards the improvement of the education of the gifted students is still lacking. The education policies in place are not aimed at improving the learning conditions of the gifted students. In adequate resources as well as lack of emotional support are also affecting the learning outcome of the gifted students.

You need to use in text citations. Finish your paragraphs. Avoid ending with sourced information. Let the reader know what was important about the research you presented.

References

American Psychological Association (2010). Publication manual of the American Psychological Association . (6th Edition). Washington, D.C.

Callahan, C. M. (2015). What works in gifted education: documenting the effects of an integrated curricular/instructional model for gifted students. American Educational Research Journal , 52 (1), 137-167.

Carpendale, J. (2014). Social interaction and the development of knowledge. Psychology Press.

Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches. Sage. 9781452226101

Kolb, D. (2014). Experiential learning: experience as the source of learning and development. FT Press.

Shoenberger, N., & Alex, H. (2015). Labeling, social learning, and the positive deviance: a look at the high achieving students. Deviant Behavior, 36 (6), 474-491.

Silverman, L. (2016). Empathy: The heart of Dabrowski’s theory. Advanced Development, 15, 32.

Smith, P. (2015). Understanding children’s development. John Wiley & Sons.

RunningHead:

Describe

Components of Chapter 3

Comment by Reviewer: You need to correct your header. See APA Manual.

Describe Components of Chapter 3

Laura Kay Utgard

Cal Southern University

PSY 87127: Research Methods in Psychology

Linda Fischer

July, 2018

Comment by Reviewer: You need to correct the header.

Components of Chapter 3

Research may be performed either using the quantitative or qualitative research methods based on the kind of information that are required. In this discussion paper, a qualitative research method will be utilized. The focus will be on the method of collecting data and its analysis. Also, the limitation as well as the delimitation this kind of research method. Also, we will point out different techniques that are used to collect data and the major areas of focus that this kind of research is most commonly used. The discussion of this paper will be divided into: research method, participants or the subjects, tools used on the study, data collection methods and the analysis, and providing the limitation as well as the delimitation. Comment by Reviewer: Your text should be left justified..

Methods of data collection Comment by Reviewer: This is not the correct placement or format for this heading. See APA Manual.

The qualitative study is the process of realistic inquiry which focuses on a deeper understanding of the social phenomena within their real setting (Creswell, 2013). The study focuses on why and not what of the social phenomena as well as relies on a direct individual experience on a daily basis. Researchers utilize several systems of inquiring the human phenomena which may include case study, biography, and discourse analysis, historical review grounded hypothesis, ethnography as well as the phenomenology. The qualitative study focuses on three main segments which include the societies, cultures as well as individuals (Creswell, 2013. Even though several inquiry techniques may be used in the qualitative study the most common assumptions are that understanding is subjective instead of objective and the researcher is able to learn from the participants for him or her to be able to understand the life they live (Creswell, 2013). To be able to ensure trustworthiness as well as rigor the qualitative researcher may attempt to sustain a neutral position while he or she is engaging in the qualitative process.
Comment by Reviewer [2]: Should be centered see APA Manual and the DP template.

Participant
s

The qualitative study focuses on conveying why people have the feelings as well as the thoughts they have and why they tend to impact their behavior (American Psychological Association, 2010). You need to source what follows. The research techniques are used to assist attain insights in the people ’s thoughts as well as feelings, that offer for the qualitative research that may be conducted in the future or it used to assist the researchers to be able to map out the survey tools that are to be used in a quantitative study. In the qualitative study, the main role of a researcher is to try and provide attempts that may be able to offer access to the feelings as well as the thoughts of the research participants. It is not as easy as it seems because it also involves asking people to talk about their private life. At times the experiences that the researcher explores in the mind of the participants may be fresh and in other situations, the participants may not be in a position to relieve their past experiences and this might make the research to be difficult. It is of the researcher to protect the data he or she collects from the participants of his or her research. The techniques for ensuring that the data collected is protected the researcher should clearly articulate to the study participants as well as he or she must be certified by the relevant study ethics board before commencing on his or her research. The researcher, as well as the practitioners who are new to this research method, are required to seek advice from other experienced researchers before commencing the projects.
Comment by Reviewer [3]: Not sure what this is? Not correct format or placement. Instrumentation

Study tools

Instrumentations are tools or the means by which the researcher try to measure the items or variable of interest in the process of data collection (source). Instrumentations are not only related to the instrument selection, design, evaluation as well as construction, but they are also related to the conditions under which the designated tools are being administered. Simply the device that the researcher use to be able to collect data is known as the instrument (American Psychological Association, 2010). . You need to source what follows. In the qualitative study, the tools that are used to collect data include case study, biography, discourse analysis, historical review grounded hypothesis, ethnography as well as the phenomenology (source). With the qualitative study focusing on three main segments which include the societies, cultures as well as individuals, its instruments contribute greatly in the data collection because they tend to focus on reasons why certain different societies, people, as well as cultures had different behaviors (source). Finish discussion.

Data Collection Comment by Reviewer [4]: Should be centered.

Based on the philosophical perspective that the researcher takes and the method of collecting data that he or she chooses, the process will include the data generation. What is data generation? Additionally, different research methodologies that are available, there several diverse methods of creating a record of what has been said as well as done when an interview is being conducted such as video recording, as well as taking notes which are handwritten (American Psychological Association, 2010). Source hat follows. Several researchers are known to maintain folders of their field notes to be able to complement the interviews which are audio- recorded. The field notes assist the researcher to be able to maintain as well as comment on environmental contexts, impressions, behaviors, as well as non-verbal cues which may not be captured adequately via the audio recording. Typically they are often handwritten on small notebooks during the interview. The field notes may be able to offer essential context regarding the interpretation of the audio record data as well as may be able to assist in reminding the researcher of the situational factors which may be essential in the time of data analysis. The notes do not need to be formal but they are required to be maintained as well as secured similarly as the transcripts and the audio tapes.

Data Analysis Comment by Reviewer [5]: Should be centered

Conduct qualitative research focuses on the researcher putting him or herself in the position of another person and tries to understand the world from the other person’s perspective, thus the researchers need to be true to the participants. In this part of the qualitative study focuses on interpreting the data which has been collected from the research so as to gain more meaning and for the reader to be able to understand the other person character (source). In this segment the collected data undergoes several stages before it is produced as information the stages include data interpretation, checking and transcribing, reading between the lines, coding as well as theming. The interpretation of data focuses on the theoretical perspective of the researcher and how he best understood the data he or she collected. On the second stage which is checking and transcribing, this stage focuses on the process of altering spoken word into written information. On the third stage which is reading between the lines, the stage focuses on understanding better the participants’ phenomena. On the fourth stage which is coding, the stage focuses more on the ability to be able to identify the topics, similarities, differences as well as the issues that have been revealed by the participants’ narrative as well as that that the researcher has interpreted. The process provides the researcher with a much better understanding of the participants’ world. The fifth stage which is the theming allows the researcher to combine different codes to produce meaningful information. Comment by Reviewer [6]: You need to source your discussions. There are no sources for this paragraph.

Limitations occur in all kinds of research and they are often beyond the researcher’s control and they tend to threaten the validity of the study both externally and internally (American Psychological Association, 2010). . You need to source what follows. The limitations in the qualitative study may include participants dropping out, lack of samples that are representatives of the population that is desired, violating assumption related to parametric review as well as validity data for the survey measures. On the other hand, delimitations are the factors that have the ability to restrict a research in answering particular questions or the inferences that he or she may draw in his or her findings. The delimitation is often based on the intentional choices that one may make regarding where he or she is going to draw his or her project boundary. In the qualitative study, the delimitations are created when the researcher defines his or her population of interest hence creating a boundary for his or her project.

References:

American Psychological Association (2010). Publication manual of the American Psychological Association . (6th Edition). Washington, D.C.

Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches. Sage. 9781452226101

Educationand the Issue of the Gifted Students and the Related Theories

Education and the Issue of the Gifted Students and the Related Theories

Comment by Reviewer:

Education and the Issue of the Gifted Students and the Related Theories

Laura Kay Utgard

Cal Southern University

PSY: 87127 Research Methods

Linda Fischer

July, 2018

Education and the Issue of the Gifted Students and the Related Theories

The education of the talented students is facing a lot of challenges as these students are not provided with the necessary requirements or attention from the teachers and other education stakeholders. These students are facing stigmatization which prevents them from fully utilizing their talents. You need a complete introduction. You provide only two sentences and there is no evidence based discussion provided. Comment by Reviewer: Your text should be left justified.

Looking at the “stigma of giftedness” theory, stereotyping makes the gifted students to either fail to fully use their potential and keep away from identifying with the stigma or to over-identify with the label through the adoption of the stereotypical features (You need to cite). Study by Jillian on “Children with gifts and talents: looking beyond traditional labels, the gifted children are affected by stereotyping or the labeling act which tends to be a problem for them since they are shaping their individual perception. Labeling is also affecting the behaviors as well as the perceptions of the gifted students (Jillian, 2010). Comment by Reviewer: Use APA style citations. Comment by Reviewer: All quotes require a page number.

Gifted children are also lacking emotional support from the stakeholders of education i.e. the parents and the families. According to the attachment theory, kids who are enjoying a safe attachment connection with caregivers find it easier to explore their environment. These children are able to reach out to others and return to the caregivers for support and go further to exploit their social relationship. Smith (2015) in his study on the “the social and emotional lives of gifted kids” stated that emotional and the social support from the teachers, parents, and other relevant stakeholders is important towards the development of the gifted children in their education. Social and the emotional support involve enjoying the attachment relationship from the parents as well as those who are close to the children. Through exploring their social world through the support of the caregivers, they are more likely to learn from their experience in the social interaction and be motivated towards their classroom education (Smith, 2015). Finish discussion. Comment by Reviewer: Wording.

Education sectors have also failed to integrate the suitable component of the education system which promotes the gifted students. According to the Dabrowski (year’s) in his theory of positive disintegration, for the gifted children to develop, it is necessary to have a progress through the pentatonic level i.e. their personality and emotional development. Callahan is his study of “what works in gifted education stated that an effective component in the curriculum involves the inclusion of some important aspects that benefit all the learners. Gifted and the talented children need some special care in their education for them to match other learners (Callahan, 2015). The component of the curriculum needs to be the one which considers their psychomotor, sensual, intellectual, imagination, and the emotional needs towards their learning requirements (Silverman, 2016). Finish your discussion. Comment by Reviewer: Avoid doing this. According to Dabrowski (year)… Use correct APA citations. Comment by Reviewer: Avoid using it, this, and that.

Another challenge facing the education of the gifted students is the issue of the lack of the necessary resources which are required for their learning. The most affected areas are the learning centers in the rural locations (cite). The psychosocial development theory which was put forward by Erikson is highlighting the necessity of satisfying the social-emotional needs of the talented individuals. According to this theory, individuals have to develop by passing through the eight developmental stages from the infancy to adulthood. Azano (2017) in his book while reviewing thereviewing the issue of serving gifted students in rural settings stated that the environmental aspects are involving the social as well as the economic factors which are important towards positively impacting on the education of the gifted children (Azano, 2017). Finish discussion.

It is, therefore, necessary to provide the nurturing environment which is serving the social and the emotional needs of the gifted children. Source what follows. to help them in the developing socially as well as establishing their social identity. Therefore, in the rural areas, there are numerous resources which are required for the learning process of these children and due to lack of these resources; they tend to perceive themselves and their environment is different from others thus affecting their socio-emotional development (Kolb, 2014).

Lack of advocacy as well as working as a team towards improving the educational services is also affecting the learning of the gifted students. Based on Piaget’s theory of development, it is important to accommodate all children for them to develop. It is involving the taking of the new information in their environment where these children are existing and then altering the pre-existing schemas to fit the new information. According to the study by Kyle (2011) on the active advocacy and working together for appropriate services for the gifted learner, , advocacy by the stakeholders of the gifted children must involve understanding the challenges in order to look for the new solution which is better than the previously applied ones (Kyle, 2011). The human brain can be programmed through change (Carpendale, 2014). Finish.

Summary

Based on the study of these articles, it is evidence thatIn sum, the process or the steps being taken towards the improvement of the education of the gifted students is still lacking. The education policies in place are not aimed at improving the learning conditions of the gifted students. In adequate resources as well as lack of emotional support are also affecting the learning outcome of the gifted students.

References

Carpendale, J. (2014). Social interaction and the development of knowledge. Psychology Press.

Kolb, D. (2014). Experiential learning: experience as the source of learning and development. FT Press.

Shoenberger, N., & Alex, H. (2015). Labeling, social learning, and the positive deviance: a look at the high achieving students. Deviant Behavior, 36 (6), 474-491.

Silverman, L. (2016). Empathy: The heart of Dabrowski’s theory. Advanced Development, 15, 32.

Smith, P. (2015). Understanding children’s development. John Wiley & Sons.

Runninghead: ALL CAPS 1

Chart Key Words, Research Question, and Theory

Comment by Reviewer: The header is still incorrect. The title is ALL CAPS.

Chart Key Words, Research Question, and Theory

Laura Kay Utgard

Cal Southern University

PSY 87127 Research Methods in Psychology

Linda Fischer

July, 2018

Chart Key Words, Research Question, and Theory

Introduction

The education of the talented students is affected by several factors such as the lack of resources like equipments; lack of the emotional support from both parents and teachers; and the stereotyping issues (source). Even though there are laws in place to ensure that the gifted students get an improved education, there is still presence of the gaps in their education (source). This discussion is based on viewing theoretical perspectives in relation to the gaps and the challenges affecting the education of the gifted students. What are your talking points? Comment by Reviewer [2]: Your text should be left justified. Correct this on all future submissions.

Stigma of the gifted theory

Topic sentence is needed. The process of stereotyping is making the students to completely fail to fully utilize their capabilities and prevent them from recognize with the stigma or to over-recognize themselves with the labeling through the adoption of the stereotypic features (Shoenberger & Alex 2015). The issue of stereotyping or the labeling behavior affects the gifted as it makes them shape their personal perception (Shoenberger & Alex 2015). Missing punctuation. I recommend you use Grammarly.

The rating summaries of the “harmonious” group of students (dotted line), which attributes to greater perspective, greater success, no marked pre-eminence and standard evaluations on social and emotional concerns to gifted students, and the “disharmonious” group of students (solid line), that gives a rating to the talented students with same capabilities, success, and pre-eminence, but elevated in adverse social and emotional attributes (cite). **More discussion needed for the diagram. Comment by Reviewer [3]: You need to source your discussions. Call and we can discuss. Not sourcing is plagiarism. Comment by Reviewer [4]: Break this up for clarity. A very long sentence.

“Harmonious” and “disharmonious” stereotypes (Shoenberger & Alex 2015)

Attachment theory, social and the emotional growth of the gifted kids

Children always gain from the emotional and the social support from the teachers and parents when it comes to their development in education. Having close attachment with the caregivers makes it easier for the children to explore their surroundings (source needed). They get the chance of reaching out to other children and return to their caregivers when they need support and exploiting their social connection. This also gives them the chance of going through experience through their social interaction and being encouraged to their classroom education (Smith, 2015). Comment by Reviewer [5]: Your text should be double spaced.

Dabrowski’s theory of positive disintegration into the curriculum for the gifted talented students

The gifted children require special care in their education so that they can match other learners. Children can progress the development of their personality and emotions. The developments of the curriculum have to consider the psychomotor, sensual, intellectual, imagination, and the emotional needs for their (Callahan, 2015). Comment by Reviewer [6]: Format issues.

The psychosocial development theory and the development of the gifted student in rural settings

The environmental elements which involve the social and the economic factors affect the education of the gifted students. Psychosocial development theory is highlighting the necessity of meeting the social and the emotional needs of the gifted students (source). It is important to offer nurturing an environment that serves as the social and the emotional needs of the gifted student to assists them in developing socially and the social identity. Rural areas, therefore, need to be provided with the required resources for the gifted students to develop both socially and emotionally (Smith, 2015).

Comment by Reviewer [7]: Headings not warranted and not formatted correctly.You need at least 3 paragraphs in each section to use them.

Summary

With regard on the above discussionIn sum, it is clear that the process or the strategies being adopted to improve the education of the gifted students is still lacking. The education policies in place are not aimed at improving the learning conditions of the gifted students. In adequate resources as well as lack of emotional support are also affecting the learning outcome of the gifted students.

Check your references. Spacing issues.

Much better, work on citing and introduction. You also need to fix your headers. See the APA manual. Call if you need help or email.

References

American Psychological Association (2010). Publication manual of the American Psychological Association . (6th Edition). Washington, D.C.

Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches. Sage. 9781452226101

Shoenberger, N., & Alex, H. (2015). Labeling, social learning, and the positive deviance: a look at the high achieving students. Deviant Behavior, 36 (6), 474-491.

Smith, P. (2015). Understanding children’s development. John Wiley & Sons.

Percent

Ambivalent Secure Avoidant Disorganized 10.000000 60.000000 15.000000 15.000000

Running head: DRAFT BACKGROUND OF PROBLEM 1

Draft Background of Problem

Fix headers 5

The h above is lower case.

Draft Background of Problem

Laura Kay Utgard

Cal Southern University

PSY 87127 Research Methods in Psychology

Linda Fischer

July, 2018

Background of the Problem

There are laws which have been put in place to ensure that there is an improved education to all students especially the individuals who are facing threat of academic problems or letdown (Creswel, 2013). In this law, the schools are anticipated to indicate Adequate Yearly Progress (AYP) and this implies the larger percentages of the students are to be judged in terms of proficient on a yearly basis (source). The group of the people who tries to improve the education through having changes to the policy through the legislative process, court decisions, or through the administrative rulemaking have never through of the unintended consequences of those policy changes (source). What is your intent? What will your focus on?

Draft Background of Problem

Topic sentence is needed. There have been existences of the gap between the majority and the minority as well as the low income and the higher income which indicates a significant variation between the students both in the classroom and outside the classroom (Azano, 2017). You need to source what follows. According to who, assert your source. There are several disparities which have affected the issue of the gifted education in addition to the rigor or the curriculum and the teacher preparedness experience, class size, the wellbeing of the school, and the technology-assisted education. Almost 40 percent of the rural schools are lacking necessary equipment towards the effective education of the talented students (citation needed). These disparities are ranging from the location of the schools, perception of the community and the fellow students which makes it hard for the gifted students to learn in an effective and conducive environment. Comment by Reviewer: You have not established a gap? There is no evidence of a gap. Comment by Reviewer [2]: Your formatting is not left justified. Gives the impression this is a cut and paste. Correct this before sending your paper. Comment by Reviewer [3]: Use the percent sign. Comment by Reviewer [4]: Assertions of fact must be sourced.

Topic sentence needed. The gap that is present between the performing groups i.e. economically disadvantaged, major racial, and children faced some challenges or are disabled, and the English language learners to the high performing groups are required to reduce with time (Azano, 2017). American Education Policy has focused on the excellence which has all along created the situations for all the students to perform based on their abilities (Smith, 2015). Finish. Comment by Reviewer [6]: I would avoid this language. You have not established a gap.
Reviewer [7]
Headers need work.

The issues of the excellence have been a major concern to the parents, gifted students, and the teachers. The process of seeking excellence implies that adequate opportunities, as well as instruction, are necessary to enable the brightest students to look for and discover innovative ideas so that they can be the best and no considerations have been made to the talented athletes (Callahan, 2015). The issue of gifted education is a major concern in most parts of the country especially due to the disparities which are affecting this area of the education sector. A gifted student is having the ability to perform just like any other students but there are some challenges which they are undergoing through. Gifted children lack the emotional and the social attention which is always important towards their development. Comment by Reviewer [5]: Formatting still a problem.

There is always a link between the social and the emotional development with the academic needs of the gifted children. You need to source. People who are closely associated or are providing education or those who are supposed to provide a learning environment to the gifted children have failed to recognize the basic needs of the emotional and the social support. Many educators, counselors, and other people who are linked to the education of the gifted children are failing to recognize and respect the social, emotional and the academic needs of the gifted students (Creswell, 2013). Finish. Provide a direction for what you have presented or emphasize what you are able to establish from the evidence presesented.

The learning of the gifted children has also been affected by the by the issue of labeling. This is usually affecting the perspective of the students because it makes them believe that people view them differently (Shoenberger, 2015). The issue of labeling has made the gifted students to consider themselves as totally different from other students thus affecting their education negatively. Another disparity towards the education of the gifted student is the lack of adequate resources, especially in the rural areas. Apart from the lack of resources, other challenges that are affecting the gifted student in the rural areas is due to the absence of attention, complexities in the infrastructure, poverty, poor access, and the effects that come from the lack of priorities in the education policies (Azano, 2017). Finish discussion.

Major priorities have been placed on the schools in the urban areas thus leaving behind the rural learning institution behind in terms of the development and availability of the learning resources (Azano, 2017). Another disparity concern which has been considered to be the key contributor towards the poor education to the gifted student is the lack of the precise objectives by the educators, absent of the delivery model, and the poor assessment of the whole learning process of the gifted children. Poor support has affected the efforts of advocacy towards the education of the gifted children (Creswel, 2013).

In sum. Summary needed.

References Fix your references.

Azano, P. (2017). Book Review of serving gifted students in rural settings. Journal of Research in Rural Education, 32 (2), 1-3.

Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches.

Sage. 9781452226101

Shoenberger, N., & Alex, H. (2015). Labeling, social learning, and the positive deviance: a look at the high achieving students. Deviant Behavior, 36 (6), 474-491.

Smith, P. (2015). Understanding children’s development. John Wiley & Sons.

Running head: STATEMENT OF PROBLEM 1

STATEMENT OF PROBLEM 4

You need topic sentences and citations. See previous assignments. We can set up a WebEX to discuss.

Statement of the Problem

Laura Kay Utgard

Linda Fischer

PSY 87127: Research Methods

July, 2018 Comment by Reviewer: Spacing error.

STATEMENT OF THE PROBLEM

You need a topic sentence with overall aim for this discussion. According to Creswell (2013) gifted students, irrespective of possessing higher levels of intelligence than their peers, are disadvantaged in the manner that they constantly do not or not provided with an environment to reach their full potential. You need to source what follows. The issues of excellence have been a developing factor most gifted students, parents and teachers try to understand in order to bridge the gap of disparities which are affecting the education of the gifted students. As presented by the previous studies, different challenges stand as blockages for gifted students to excel. Among the challenging problems is the lack of emotional and social support talented students require completing their development (you need to source). Second is the issue of labeling which makes the students be stereotyped in the society making them become stigmatized? Not clear why this is a question? Comment by Reviewer: Creswell has never published on gifted students. This is an incorrect citation. Comment by Reviewer: You have not presented any studies. Comment by Reviewer: Your text is not formatted correctly. This was noted on the previous draft.

You need a discussion before the Chart and you need to reference the chart in the paragraph such as (see Table 1). See APA Manual for the correct formatting of a chart. Charts should be gray scale.

Also, the issue is the lack of precise objectives by the teachers, absent of the delivery model, as well as a poor assessment of the entire learning process of the gifted problems. These problems affect the educational progress of the gifted children distracting the full realization of their potential (source required). Different theories have been developed to show how an independent and dependent variable affects the education of a gifted child (source). what are the variables? What is the effect? The following chart shows a chart describing the relationship between the effects of variables towards the education of a gifted child. Comment by Reviewer: This paragraph is not sourced. You must sources all assertions of fact.

The chart does not follow.

The primary independent variable in this study is gifted students who are affected by dependent variables like parents, teachers, education sectors, curriculum, theories, and gifted students programs. Iit means that different theories try to modify what affects the education of the gifted children with alternative resolutions to fit the expectations and needs of a gifted child (source). For instance, “stigma of giftedness” theory makes the gifted students be stereotyped in the society making them fail to fully use their ability and keep away from identifying with the stigma of to over-identify with the label through the adoption of the stereotypical characteristics (source). This theory directly impacts the independent variable main catalyst being the “society.” Emotional and social imbalance support also affects gifted students, a dependent variable that can be changed starting with parents and the families (source). This is explained by the attachment theory which stipulates that children who are enjoying a safe attachment connection with caregivers find it easier to explore their environment (source). Additionally, (American Psychological Association. 2010) report indicates that Dabrowski’s theory of positive disintegration affects gifted children development through the incorporation of their personality with their emotional development. Thus, gifted children require this theory that presents how special care is important in their education. Lastly, the dependent variable of resources distribution directly affects the quality provided to gifted students. This is best explained by the psychosocial development theory that highlights the importance of satisfying the socio-emotional needs of the talented scholars. Comment by Reviewer: This discussion is not sourced. This is a major problem. When you do not source, this can be considered plagiarism. Comment by Reviewer: Whose theory is this? You need to source. Comment by Reviewer: APA error. Check your APA for the correct format for citations. There should be no use of parenthesis here. Comment by Reviewer: You have mention three theories. You just needed one. You have not defined or described the theory you are using. Comment by Reviewer: Not clear which theory this is?

References

American Psychological Association (2010). Publication manual of the American Psychological Association. (6th Edition). Washington, D.C. Comment by Reviewer: Your text should be left justified.

Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approach. Sage. 9781452226101

Hi,

You have numerous APA errors and spacing issues. Your formatting of the text is still incorrect. Your text should be left justified.

Part of the assignment was as follows: Using the articles from previous activities or 4 new quantitative studies create a chart to provide a visual graphic of dependent and independent variables and align with the selected theory in response to the research question.

You did not use any of the previous articles or new articles. You need to source your discussions. This is a major problem. I have offered several times to meet with you to discuss the issues you have in your writing. I am still available.

The Effect Of Different Theories On A Gifted Child Education

Sales attachement theory “stigma of giftedness” theory Dabrowski’s theory psychosocial theory 8.1999999999999993 3.2 1.4 1.2

Running head:

QUANTITATIVE STUDIES

QUANTITATIVE STUDIES 7

Quantitative Studies

Laura Kay Utgard

Cal Southern University

Linda Fischer Comment by Reviewer: Dr. Linda Fischer

PSY: 87127 Research Methods

July, 2018

QUANTITATIVE STUDIES

Education and the Issue of the Gifted Students and the Related Theories

A lot of challenges are facing the education program of the gifted children since these pupils are not given the necessary resources or attention from the teachers. Different studies have confirmed quite expressively the absence of agreement concerning the need for, or priority of, special educational services for gifted and talented students. Some surveys have shown sturdy conviction that search services are only valuable, but even significant to the entire development of these children. Some embrace the culture of ambivalent attitude; in some cases, they view clientele as less in need than other categories of exceptional children. There is also a group of people who forcefully against any program lay to assist these students. This diversification of attitudes can be observed not only among politicians but as well as among teachers, school administrators, educational specialist and the general public. Comment by Reviewer: This paragraph is not sourced.

There are laws which have been put in place to ensure that there is an improved education for all students particularly the students who are experiencing the threat of academic problems. This means that the laws should be implemented in school to report on Adequate Yearly Progress which implies the larger percentages of the students are to be judged in terms of proficient on yearly basis. This is a great assessment procedure to ensure policies set by the school administration about gifted students are adhered to and implemented. Comment by Reviewer: This paragraph is not sourced.

The hypothetical argument, in this case, is whether gifted students are affected by the dependent variables in their education or does the performance of gifted students affected by the type of program, culture and an approach with which the child is raised. This is questions set and argued to find solutions to the challenges gifted children face in their daily life. Various theories have been developed to explain the relationship the child has to her or his environment, peers, and teachers. These theories are guided by policies that focus on excellence and the how these students perform based on their abilities (American Psychological Association. 2010). Comment by Reviewer: This paragraph is not sourced. Comment by Reviewer: This is the only part of this paragraph that is sourced. I am not sure the APA wrote about how students perform. This is not the correct citation for this content.

Looking at the “stigma of giftedness” theory, the researcher tries to argue facts that relate to stereotyping which makes the gifted pupils to either fail to fully use their potential and keep away from identifying with stigma. (Creswell, 2013) claims that gifted students are affected by stereotyping of the labeling act which tends to be a challenge for them because they are shaping their personal perception. Looking at the fig.1 in the appendices shows the rating summaries of the “harmonious” group of students (dotted line), which attributes to greater perspective, greater success, no marked pre-eminence and standard evaluations on social and emotional concerns to gifted students, and the “disharmonious” group of students (solid line), that gives a rating to the talented students with the same capabilities, success, and pre-eminence, but elevated in adverse social and emotional attributes. The issue of labeling is affecting the behaviors plus the perceptions of the gifted students (American Psychological Association. 2010). Comment by Reviewer: APA error. Comment by Reviewer: Creswell did not write about gifted students. Comment by Reviewer: This does not include a discussion of gifted students.

Lack of emotional and social support to the gifted students is also a challenge. According to the attachment theory, kids who are raised by a socially fit family are able to explore their environment. These students are different from those ones who are not able to reach out to others and return to the caregivers for support and who do not go a mile ahead to exploit their social relationship. Teachers, parents and other relevant stakeholders bring a very big impact to the gifted student social and emotional development in their education. The social and emotional support makes these students to enjoy the relationship built between them and their caregivers. Following this argument, (Carpendale, 2014) stipulates that when gifted students explore their social world through the support of their caregivers, they are more likely to learn from their experience in the social interaction and be motivated towards their classroom. Finish your discussion. Comment by Reviewer: You need to source this as well.

The relevant stakeholders in the field should profit from the expansion of the knowledge base concerning the education of the talented and enhanced knowledge of these significant explanatory variables. In the situation whereby all the relevant stakeholders understand which characteristics are the best predictors and coordinators of new enrichment programs that are aimed towards changing the attitudes of the talented and improving their education. In addition to, knowledge of these predictors might clarify some of the underlying bases of some of the challenges facing the gifted education, and have a great impact on the content of sensitization activities (Carpendale, 2014).

In summation, considering the information presented by different theories about the education of the gifted children, it is evidence that the process or the steps being taken towards the improvement of the education of the gifted students is still lacking. The education policies in place are not aimed at promoting the learning environment of the gifted students. Insufficient resources plus poor emotional and social support are as well affecting the learning outcomes of the gifted students.

You did not discuss and of the

Appendices

above. Figure which follows. I did not see the Background of the Problem or Statement of the Problem. See the sample papers in the APA Manual. The information in the Appendices need to be sourced.

Appendices

Fig. 1: stigma of giftedness theory

Where did this come from?

Fig. 2: attachment theory

Where does this come from?

Fig. 3: Dabrowski’s theory of positive disintegration into the curriculum for the gifted talented students

You must source your information. I can refer you for writing support. Currently what you are submitting is not reflecting the level of writing you will need to be successful in the Doctoral Project. I can help if would like to work on these issues. Please let me know when you can meet.

References

American Psychological Association (2010). Publication manual of the American Psychological Association. (6th Edition). Washington, D.C.

Carpendale, J. (2014). Social interaction and the development of knowledge. Psychology Press.

Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approach. Sage. 9781452226101

You do not have the requisite articles for this assignment. Part of the assignment instructions are as follows: Write a 3-5 page paper using six research articles using one of the charts designed during the class. Refine the chart as needed to reflect the focus of your paper and new articles. Include charts, tables, and graphs as an appendix at the end of the paper.

Percent

Percent Ambivalent Secure Avoidant Disorganized 10 60 15 15

Running Head:

ANNOTATED BIBLIOGRAPHY

Header incorrect above. The h in Head is lower case: head.

Annotated Bibliography

Laura Kay Utgard

Cal Southern University

PSY:87127 Research Methods

Linda Fischer Comment by Reviewer: Dr.

July 2018

Annotated Bibliography

Par to the assignment instructions are as follows: Following the Prospectus description for the Purpose of the Study in the Doctoral Project Manual, use the criteria and information from previous activities to draft your Purpose of the Study. Use your Research Question as your focus for the discussion. Follow with the 6 studies in the annotated bibliography format.
You are missing the Purpose of the Study discussion for this assignment.

You should have an intro for what follows. Provide some discussion for why these were chosen etc.

Smith, P. (2015). Understanding children’s development. John Wiley & Sons. This is not a complete reference. There are two authors for the book and title not formatted correctly. Comment by Reviewer: This should be in alphabetical order. You do not provide another discussion for your annotated bibliography.

Smith, P. K., Cowie, H., & Blades, M. (2015). Understanding children’s development. John Wiley & Sons.

This articleAuthor name put emphasis on the practical and the applied implications of the development research. The author He or sheof the article is introducing the methods through which the psychologists are studying the developmental processes as well as looking at the significant aspects of the development from the time of conception to the adolescence. In the understanding of the development of the child, the part three of this textbook is based on the social world of the child whereby the development of the emotional intelligence and the social awareness and the social dominance, aggression, and the bullying is looked into by the author.

The findings of this study are revealing that the social, as well as the emotional aspects of the children, are important in their learning. It is therefore important for the educators and the parents to consider these two aspects towards developing the gifted students in terms of their education. The social and the emotional aspects are important because it enables children to explore their world thus learning from experience. The author of this article used Piaget’s theory and the biological and cultural theories of development. According to the Piaget’s theory, the approaches of the children to live is with an underdeveloped thinking apparatus and will often misinterpret the world as well as the adults surrounding them.

There are some important elements which must be put into consideration by the teachers and the parents towards the development of kids. As the caregivers of the children, parents can help their kids towards exploring their world since this offers them with the opportunity of experiencing what is around them. This also changes their perception with regard to how people view them. This study is important to the development of the chose topic as well as tackling the issue of the gifted children. It explains the reason why it is necessary to understand the developmental stages of the children in changing their learning process.

Jillian, G. (2014). Children with gifts and talents: looking beyond traditional labels. Roeper Review, 32 (3), 200-206.

The author of this article explored the effects of the labeling which has become a trend in the schools. This piece of work was based on the use of literature work on the issue of labeling on the learning of the gifted children in schools. According to the authors, the perception of the gifted students regarding the views of people has been adversely and positively affected. The article is considering labeling as one of the factors which lead to the challenges being faced by the gifted kids. The author of this article has utilized the triad model to give an explanation concerning the efficiency of having a change in the labeling behavior of the gifted children. The author of this article has relied on the labeling theory which puts forward that a label of the deviant which is ascribed to an individual result into an increased in the deviance which is exhibited by the person. Having such behaviors leads to the label of the deviant which show a symbolic link between the label itself and the environment linked with the individual who receives the label. Other theories explored are the control, Pygmalion, and the stigma theories which showed that labeling is greatly affecting the belief of the children about their abilities as well as the perception that other people are having on them. The findings of this study indicate that the issue of labeling is still major concern thus requiring the educators to interact with the students directly concerning the labels so that they can be provided with the opportunity to explore themselves beyond the label of the giftedness. The similarity of this work with other studies is that the author has exhaustively addressed the issue at hand i.e. the labeling of the gifted students thus meeting the goal of this work. In relation to my study, it is true that learning of the gifted students is affected by a number of factors including the labeling behaviors.

Azano, P. (2017). Book Review of serving gifted students in rural settings. Journal of Research in Rural Education, 32 (2), 1-3.

This was a book review with regard to the issues of serving the gifted students in the rural areas. This article was aimed at looking at the serving of the gifted children within the rural settings. The book is divided into 26 chapters which are divided into the rural life, recognition, curriculum, and the teaching for rural gifted students, as well as the transfrom for the gifted students in the rural communities. Based on the argument provided by the author, learning of the gifted students in the rural settings is affected by the political and the philosophical battles which are connected to the elitism as well as the lack of the sufficient resources for education.

The conceptual framework in this particular work is the rural settings as independent while the issues of serving the gifted children as a dependent. Factors in the rural settings influence the education outcome of the gifted students. According to the findings of this piece of work, the major factors affecting the learning of the gifted students in the rural areas are the lack of attention to the education sector of the rural areas; the complexities of the infrastructures; poverty; and the impacts of the education policies. In comparison to other studies, the author has provided some of the factors which are affecting the education of the gifted student. The objective of every article is to look at the problem of education of the gifted students including the factors that are interfering with the process. The author of this article has greatly exhausted the factors which cause education disparity to the gifted education of the children in the rural settings. These factors include inadequate access to learning material among other factors. This piece of work is important towards looking at the aspects of the education of the gifted children in the rural setting because it clearly illustrates some of the disparities as well as the lack of some resources towards the education of these children.

Kyle, W., Dianne, F. V., & Mary, C. (2011). Active advocacy: working together for appropriate services for the gifted learners. Spring, 34 (2), 20-25.

The authors of this article aimed at searching for some essential aspects of the advocacy to the education of the gifted children. The authors performed literature work which reveals that the federal lawmakers have failed to effectively locate resources such as money needed to help in the improvement of the education of the gifted students. However, the implementation of the Javits Gifted and Talented Students Act has somehow recently been restored through the lobbying process which has led to the increase of funding. The advocacy process has been involving people who believe in specific causes and lending their support in a number of ways. Those who are supporting the existence of the suitable services to the gifted students are serving as the innate advocates for this special population.

The independent variable, in this case, is the active advocacy through collaboration for suitable services for the gifted students (dependent variable). Effective advocacy can either positively or negatively affects the learning outcome of the gifted students. Based on the outcome of this work by the authors, it is evident that there are a number of challenges being faced by the gifted children towards their learning process. Some of the identified challenges included the existence of unclear goals, absent of the delivery models, and the poor assessment of the education system of these children. Just like other articles in this discussion paper, this paper is also addressing the issue of gifted students by meeting its main objective of looking at the aspects of the advocacy process in place. The authors of the articles are calling suggesting for a collaborative work to help in building support to the education of the gifted students. This is crucial while shifting attention to the dynamic nature of the advocacy. This is important to the topic of focus of issues affecting the gifted students in terms of their education. The authors suggest that it is important to include all the parties involved in the advocacy of the gifted students’ education. These parties include teachers, parents, and the board members if the school in addition to the policymakers of the education.

The goal of the authors in writing this particular article was to look at what works for the gifted education in terms of the curricula. This was a multilevel appraisal of the collected data from over 200 classrooms documents statistically greater variation favor the treatment group over the contrast on the standards referenced evaluation. There was random assignment of the gifted classrooms to treatment as well as the comparisons conditions. The classes were pre-assessed by the use of e Iowa Test Basic Skills to have a control for the prior achievement. This was essential since schools differ in terms of the methods of identifying the gifted students.

According to this article, the suitable program for the gifted students is basically on the incorporation of the curricula with successful instructional approaches to creating learning activities that are important in improving the outcome of the learning students. In this article, assessments of the impact of the differentiated English language arts units on the gifted third graders are made. According to this study, it is evident that there is a variation of the learners on their readiness level, interest, and the preference of the learning profile. The findings of this study show that there was a significant increase which favored the treatment group for every cohort combination. This study is important because it explains how the curricular in the learning can both positively and negatively affect the learning processes of the gifted children. The positive impacts can only be realized through having differentiated curricula as well as instructions in gifted classrooms and the paucity of the empirical proof to help in supporting the effectiveness for the learners. It is therefore upon the education policymakers to investigate the degree to which the model-based curricula units are responsible for the observable as well as measurement of the outcomes in the gifted classrooms through the utilization of the experimental paradigm.

Stambaugh, T., & Wood, S. (Eds.) (2015). Serving Gifted Students in Rural Settings. Waco, TX: Prufrock Press.

The authors of this article look at some of the challenges being faced in the promotion of the education of the gifted students in the rural areas. This books looks at the rural life and viewing what it means to live in the rural area as well as the challenges faced. It also looks at the instruction for the rural gifted children and identifying the development programs in place which are necessary towards meeting the needs of these children. There is also discussion on the uniqueness being faced by the rural educators with the gifted learners as well as their families. Policy developments are also discussed so that teachers can be assisted to create their personal talents towards serving the rural gifted students.

The results of this study reveal that the rural population has been left without qualified professionals to help in supporting the community. Some of the professionals are the teachers, doctors, and the law enforcement officers. There is also a belief system and the geographical isolation which might be affecting the rural students towards gaining success in enriching activities like museums, zoos, and the libraries. This piece of work is important towards the development of the issue under discussion i.e. the education of the gifted children. It explains some of the disparities faced by the gifted students in the rural areas in terms of their education.

How do these articles align with the theory you have chosen? How do they align with your research focus? No discussion provided.

Running Head:QUALITATIVE STUDIES 1

QUALITATIVE STUDIES

Header incorrect above.

Qualitative Studies

Laura Kay Utgard

Cal Southern University

PSY: 87127 Research Methods

Dr. Linda Fischer

July, 2018

Qualitative Studies Comment by Reviewer: You have a very interesting topic. You need to source your discussions correctly.
This is a major problem. We can discuss.
You little or discussion for the assignment. You need more depth to your discussion and you need to source.

The education of the talented students is affected by several factors such as the lack of resources like equipmentsequipment’s; lack of the emotional support from both parents and teachers; and the stereotyping issues (sources needed). Even though there are laws in place to ensure that the gifted students get an improved education, there is still presence of the gaps in their education (sources needed). More discussion is needed to support the question that follows. The Research Question is as follows: A particular research question in this case is: Wwhat are some of the factors or the challenges affecting the education of the gifted students?

Purpose: The purpose of this study is to look at some of the factors which interfere with the learning of the gifted students while refining the theory applicable to this case. This is only one sentence and does not constitute a discussion.

The selected chart Comment by Reviewer: This is not an APA heading.

The selected chart is that which was used for the Dabrowski’s theory of the positive disintegration into the curriculum for the gifted students. The refining of the theory is based on the four out of the selected article in the previous assignments whereby a number of factors is affecting the learning process (behavior and the psychomotor) of the gifted student. You need to check your punctuation as well. Where is the Chart located? Should be referenced in the discussion. Comment by Reviewer: You must source your discussion. This constitutes plagiarism when you do not source. You need to correct this problem on future submissions.
I can refer you for writing support if you would like the additional support.

Not sure what this is? Refining Dabrowski’s theory and its relationship to the Education of the gifted students

The discussion which follows need to be sourced. Looking at the Dabrowski’s theory of the positive disintegration, the development of the gifted children required the incorporation of the personality with the emotional development of these children. This theory calls for the special care which is necessary towards the development of the gifted student in terms of their education. In order for the gifted students to match other learners, it is necessary to provide them with special attention.

Discussion of the theoretical perspectives with the selected articles Comment by Reviewer: This is not the correct heading format. See the APA Manual.

You need more discussion here. What will be used from the theoretical perspectives for the articles which follow?

Kyle, W., Dianne, F. V., & Mary, C. (2011). Active advocacy: working together for appropriate services for the gifted learners. Spring, 34 (2), 20-25.

According to the study by Kyle et al. (2011), the goal of the article was to search for some particular aspects which are required towards advocating for the progress of the students in their education. Based on the Dabrowski’s theory of the positive disintegration, the gifted children require special attention for them to successfully develop with regard to their education. While developing the curriculum in the education of the gifted students, it is important to consider some of the special needs of the gifted students. These children are not the same as other students, therefore; the curriculum needs to be adjusted to meet their demands so that they can manage to match up with other students. It is important to consider the Dabrowski’s theory of the positive disintegration into the curriculum development of education to benefit the gifted-talented students. It is, therefore, necessary to have clear goals, effective delivery methods, and the proper assessment of the system of education of the gifted students before designing or coming up with the curriculum for all the students (Kyle, Dianne, & Mary, 2011).

Callahan, C. (2015). What works in gifted education: documenting the effects of an integrated curricular or the instructional model for gifted students. American Educational Research Journal, 52 (1), 137-167.

In another study by Callahan (2015) on what is working best for the gifted students, the goal was to determine the impacts of an incorporated curricula or the instructional form for the gifted learners. Over the past decade, the education sector has done little enough to come up with a suitable component of the education system which is important in promoting the education of the gifted students. According to the Dabrowski’s theory of the positive disintegration for the gifted students, it is important to come up with some essential progressive approaches through a pentatonic level. This is important towards the emotional as well as the social development of the gifted children. Comment by Reviewer: Where is the first?

According to this study, the effective component of the curricula for the gifted students should be the one which includes some crucial aspects which can be of benefit to all the learners. The gifted students require special care in their education and this need to be incorporated in their learning curriculum to enable the gifted students to match other students (Callahan, 2015). Therefore, while the education policymakers are designing the education curriculum, it is always important to consider the psychomotor, imagination, emotion, and the sensual requirements of the gifted children to allow an easy process of learning.

Stambaugh, T., & Wood, S. (2015). Serving gifted students in rural settings. Waco, TX: Prufrock Press.

Another study by Stambaugh et al. (2015) was aimed at looking at the aspect of serving the gifted students within the rural areas. There are a number of challenges being faced by the gifted students and this cannot be compared to those students who are learning in the urban areas. Since the Dabrowski’s theory of the positive disintegration requires the gifted students to be provided with special education, this issue requires adequate resources which have to be put in place for these students to meet the learning standards of other students. Comment by Reviewer: This is not clear above in the theory discussion.

Teaching these children is sometimes becoming a challenge to the educators in the rural settings. This is due to the lack of the necessary tools to enable them to provide this special education. It is always important to assist teachers in creating personal talents towards serving and meeting the special needs of these gifted children in their education. In most cases, the rural setting has been abandoned and receive no special attention from the education departments thus making them have unqualified professionals to assists in meeting the special needs as well as supporting the community. Qualified staffs such as teachers, doctors, and the law enforcement officers are looking for urban areas and other areas which have adequate resources to work in. this, therefore, has made these children to develop the perception of being unique from other students thus making it hard for them to work hard towards being successful. The rural areas have been geographically isolated thus making it hard for the students to gain access to important learning tools such as museums, zoos, and libraries (Stambaugh & Wood, 2015).

Smith, P. (2015). Understanding children’s development. John Wiley & Sons.

Smith (2015) studied the development of the children and more emphasis was put on the practical as well as the applied impacts of the development research. The author is stressing on understanding the development of the children especially in terms of their social world. According to the Dabrowski’s theory of the positive disintegration, understanding the social as well as the emotional needs of the gifted children can be important in making their learning process to be successful. Therefore, it is the responsibility of the teachers to ensure that children are exposed to some different learning environment such as by attending some tours like in the museums and zoos since this gives them the opportunity to explore their world as well as experiencing what is around them. This greatly helps in helping the children to change their learning process (Smith, 2015).

Conclusions Comment by Reviewer: Use the correct heading and heading format. They are in the APA Manual.

It is evident from the above discussion that the efforts of coming up with strategies to help in improving the education of the gifted students is still lacking. Based on the Dabrowski’s theory of the positive disintegration, it is important to provide the gifted students with special needs so that they can match other learners in their education. Lack of enough resources as well as lack of emotional support is also affecting the learning outcome of the gifted students.

References
Callahan, C. (2015). What works in gifted education: documenting the effects of an integrated curricular or the instructional model for gifted students. American Educational Research Journal, 52 (1), 137-167.
Kyle, W., Dianne, F. V., & Mary, C. (2011). Active advocacy: working together for appropriate services for the gifted learners. Spring, 34 (2), 20-25.
Smith, P. (2015). Understanding children’s development. John Wiley & Sons.
Stambaugh, T., & Wood, S. (2015). Serving gifted students in rural settings. Waco, TX: Prufrock Press.

Appendices

Appendix 1: Dabrowski’s theory of positive disintegration into the curriculum for the gifted talented students You need to source the chart.

Running Head: CHART OF MIXED METHODS AND REFINE QUESTIONS

CHART OF MIXED METHODS AND REFINE QUESTIONS 2

The header above is incorrect.

Chart of Mixed Methods and Refine Questions

Laura Kay Utgard

Cal Southern University

Dr. Linda Fischer

PSY:87127: Research Methods

July, 2018

Chart of Mixed Methods and Refine Questions

There are several factors which are affecting the education of the gifted students (sources needed). Gifted students require special attention and needs from the stakeholders such as education policymakers, educators, and the parents (sources needed). Even though some laws have been enacted to ensure that there is an improvement towards the education of the children, few signs of progress have been made towards achieving this goal (sources needed).

The selected theory

The selected theory is the Dabrowski’s theory of the positive disintegration Comment by Reviewer: Missing punctuation and discussion. What you have is not sourced.

Restating the research questions

You need an evidence based discussion. What is the incorporation of personality with the emotional development of the learning of the gifted students?

What is the role of the education stakeholders in improving the educational needs of the gifted students?

Using the quantitative and the qualitative articles as well as the mixed article to provide a visual graphic between the education and the factors affecting the education of the gifted students. Add more depth. Provide intent for what follows.

Topic sentence is needed. Kyle et al. (2011) look at the aspect of active advocacy which involves working together towards providing suitable services for the gifted learners. Gifted students require special needs attention so that they can match other learners. According to Dabrowski, the developmental potential is associated with advanced personality development which includes special abilities and talents. The gifted students are having their own unique talents and therefore it is necessary to provide them with special through having an adjustment in the curriculum (Kyle, Dianne, & Mary, 2015). You need to provide a discussion for the chart that follows. In the instructions you were to create your own chart.

Figure 1: Source, FDR National Teacher Survey Comment by Reviewer: You were to create your own chart, this is from someone else. You were to create a chart using the articles you selected.

You need a discussion to support what follows. The discussion for the Figure should be before the Figure. Based on the figure above, it is evident that academically struggling students are getting little attention from the teachers. Based on the Dabrowski’s theory, What is the theory called? individuals are supposed to be provided with support in their efforts so that they can develop and find their own self-expression. This support includes giving special attention to the needs of the gifted students. Comment by Reviewer: Avoid using it, this, and that.

Topic sentence is needed. Carpendale (2014) in his study made an argument that when the gifted students are allowed to explore their social world through the support of the caregivers, they have a higher chance of having more experience in the process of their social interaction thus becoming motivated towards the classroom responsibilities (Carpendale, 2014). This sentence is sourced twice? One sentence is not a discussion. You need to discuss the diagram that follows.

According to the Dabrowski’s theory of positive integration which is according to the multilevel and the hierarchical view of life, the personal progressive ability forms essential elements towards determining the course of personality growth. Some of these developmental potentials include the special gifts and the capabilities, physiological measurement of the neural response which Dabrowski referred to as the overexcitability (OE) which is consisting of the psychomotor, sensual, imaginational, intellectual, and the emotional. The existence of the OE elevates the significance role of the person-environment. The individual’s confidence within his or her developing personality, this individual chooses his or her environment more consciously and making a decision what in the environment to respond to and how. Based on the figure above, the four personalities are under the influence of the social relations and the cultures. The four personalities are impacting on the behavior and the experience of the students upon exploiting their environment i.e. culture and through social relations. Comment by Reviewer: You need to use APA in text citations.

You need a topic sentence. Callahan (2015) determined the impact of an incorporated curriculum or the instructional form for the gifted students. Effective curricula need to include the important aspects which are important towards benefiting all the learners, gifted student included. Policy makers have to consider the psychomotor, imagination, emotion, and the sensual needs of the gifted students (Callahan, 2015). Finish discussion. You need to discuss the figure here.

Figure 2

Topic sentence is needed. Stambaugh et al. (2015) aimed at looking at the aspect of serving the gifted students in the rural settings. According to this articleAuthor (year), there are several obstacles which are interfering with or blocking the progress of gifted student education. Education of the gifted students in the rural is lacking a number of resources and necessary equipment thus making it hard to match other learners (Stambaugh & Wood, 2015). Finish discussion. Introduce and discuss chart that follows.

Figure 3

According to the Dabrowski’s theory, psychomotor and the emotional overexcitability is providing a stronger stamina and motivation which is expressed in a session of intense work and creativity. The imagination, intellectual, and emotional causes a person to experience daily life more intensely and have a feeling of joy and sorrows of life profoundly. According to the figure above, the sensitivity of children at pre-school is higher and these kids proceed to the school years, their sensitivity is reduced. This implies that emotional impact or the attention from the caregivers is reduced. This stage requires special attention and this is the same requirement by the gifted students since they need a motivation for them to be creative in whatever they do in the classroom. Comment by Reviewer: You need to source.

Topic sentence is needed. Stambaugh et al. (2015) aimed at looking at the aspect of serving the gifted students in the rural settings. According to this article, there are several obstacles which are interfering with or blocking the progress of gifted student education. Education of the gifted students in the rural is lacking a number of resources and necessary equipment thus making it hard to match other learners (Stambaugh & Wood, 2015). You need to discuss what follows in

Figure 4

Children at the rural areas need to be provided with necessary unique tools for their education. Normally, gifted children are considered to be average students and they have their unique potential, hardly nurtured, and ending up as underachievers. Dabrowski’s theory is focusing on the role of the emotion in the personality, intelligence, and the behavior. Based on the two figures above, the improvement of the behavior and the psychomotor of the gifted students require education policymakers to put into consideration the aspect of the personality, intelligence level, and the emotional needs. Comment by Reviewer: Not sourced.

Topic sentence is needed.Smith (2015) performed a study on the understanding of the development of the children. According to this author, He or she indicates the development of the kids is under the influence of their social life. This is basically based on focusing on the emotional needs which are important in their learning progress (Smith, 2015). Discuss the figure.

Figure 5

When the individual’s actual behavior falls short of ideal, disharmony and the urge to review as reconstruct his or her life come after. According to the figure above the dotted line shows a significant perspective, success, and without marked pre-eminence and the standard assessment on the social and the emotional concerns of the gifted students. The solid line represents the rating of the gifted students based on similarity on their abilities, success, and the preeminence with increased negative impacts on the social and the emotional attributes.

Mixed studies

Daniel, L. (2014) used a systematic review of the studies which compared gifted and the non-gifted sample OE scores by providing a clarity to the debate concerning the issue. Research synthesis was performed in identifying, describing, and evaluating the findings as well as the methodologies of the body literature. The results of this study show that many studies have used psychometric tests in operationalizing giftedness.

Figure 6

Using the Dabrowski theory based on the harmonic and the weighted OE means, the psychomotor overexcitability (POE), Sensual overexcitability (SOE), Intellectual overexcitability (TOE), Imaginational overexcitability (MOE), and the Emotional overexcitability (EOE) of the gifted students are high compared to the non-gifted students. High EOE means that they are shy, enthusiastic, and having vivid memory more than the non-gifted ones; high MOE means they are craving novelty; high TOE means they are curious and having the desire to know regardless of the benefits; higher SOE means heightened response to sights, tactile sensation, and sounds; while the high POE occasional impulsivity in action and significant stamina (Daniel, 2014).

Niki (2017) aimed to investigate the interconnection between the OE and the patterns of learning from the viewpoint of the individuality development based on the Dabrowski’s theory. The Bayesian model is used to allow for the instantaneous inclusion of the measurement model of all. The outcome reveals that intellectual OE represents deep learning. It is also important to include emotional aspects of the consideration of the multilevelness in the learning process (Niki & Peter, 2017).

Figure 7: this figure indicates low emotions with high intelligence.

Summary is needed. You did not need all these charts. Here is what you needed to do.

Using the articles from your quantitative paper and qualitative paper create a chart to provide a visual graphic of how the variables or criteria both quantitative and qualitative align with the selected theory in response to the research question.

You provided many charts but did not complete the task requested. The assignment was about 2 pages.

References

Callahan, C. (2015). What works in gifted education: documenting the effects of an integrated curicula or the instructional model for the gifted students. American Educational Research Journal, 52 (1), 137-167.

Carpendale, J. (2014). Social interaction and development of knowledge. Psychology Press.

Daniel, L. (2014). Giftedness and overexcitability: investigating the evidence.

Kyle, W., Dianne, F. V., & Mary, C. (2015). Active advocacy: working together for appropriate services for the gifted learners. Spring, 34 (2), 20-25.

Smith, P. (2015). Understanding children’s development. John Willey & Sons.

Stambaugh, T., & Wood, S. (2015). Serving gifted students in rural settings. Waco, TX: Prufrock Press.

Gifted POE SOE MOE EOE TOE 3.3 3.19 2.91 3.36 3.57 Non-Gifted POE SOE MOE EOE TOE 3.15 3.04 2.64 3.34 3.28

Who is most likely to get attention from the teacher?

Gifted

POE SOE MOE EOE 3.3 3.19 2.91 3.36

Research Methods -A24/A26

Doctoral project Manual

TABLE OF CONTENTS

SECTION TWO

Functions of the Committee Members

Working with the Committee Chair

Manuscript Submission

Doctoral Projects will be uploaded in the course area like all other assignments. The font should be 12-point Times New Roman. It is important that consistency in type and APA formatting be maintained throughout the project. Font in tables, figures, and graphs may be 10 or 11 point.

Format / Text Spacing

The text should be double-spaced with the following exceptions which are single-spaced:

Margins

All margins are one inch and all text is aligned to the left margin. The right margin will be uneven.

Pagination

Headings

Include the running head on the title page with page number. This includes a shortened title at the top of the page inside the MS Word page header. The running head is a maximum of 50 characters, including spaces.

The placement and style of section headings and subheadings should conform to the APA Manual (e.g., boldface, indentation, italics). Note that Chapter heading will be presented in all caps. All other headings will follow standard APA formatting.

Length

References

Table of Contents

Each heading and subheading should be listed in the Table of Contents. Heading and subheading formats should correspond to APA formatting. The Table of Contents is to be single-spaced.

Tables, Charts, and Photographs

Tables, charts, and photographs should be either black and white or grey scale and integrated into the text using APA formatting unless they are larger than one page. In that case, they are included as an appendix.

Submission

Abstract

LIST OF TABLES

LIST OF FIGURES

CHAPTER ONE: OVERVIEW of the STUDY

References

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