AguilarT PSY 7103-11

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Integrate Feasibility Issues and Ethical Considerations for Proposed Research Tanya Aguilar Assignment 12 Research Methods – PSY 7103 Northcentral University July 2023

Research Outline Table Part 1 Table 1 Qualitatively-focused Outline (Sharif et al., 2021) Problem Gap The problem gap refers to a lack of understanding or knowledge about the experiences, challenges, and perspectives of assertive community treatment (ACT) providers in addressing trauma and PTSD in individuals with severe mental illness. The article aims to fill this gap by conducting a qualitative study to explore the specific issue of a "trauma avoidant culture" within the context of ACT providers' work. The authors seek to gain insights into the barriers, difficulties, and cultural dynamics that ACT providers encounter when working with trauma and PTSD in this population. By examining the perspectives of ACT providers, the article intends to provide valuable information that can inform clinical practice and help bridge the gap in knowledge regarding trauma-informed care for individuals with severe mental illness. The findings of the study will contribute to a better understanding of the challenges faced by ACT providers and may potentially lead to the development of more effective interventions and support systems for this population. Purpose of the Study (including method and design) To understand the perspectives of assertive community treatment (ACT) providers regarding their experiences and challenges in working with trauma and post-traumatic stress disorder (PTSD) in individuals with severe mental illness. The article aims to explore the specific issue of a "trauma avoidant culture" within the context of ACT providers' work. It seeks to examine the barriers and difficulties these providers encounter when addressing trauma and PTSD in individuals with severe mental illness, as well as their perspectives on the existing cultural dynamics surrounding trauma within their work environment. By conducting a qualitative study, the authors aim to shed light on the experiences, insights, and perceptions of ACT providers, with the ultimate goal of informing and improving clinical practice in addressing trauma and PTSD in this population. Research Questions/Hypotheses What are the experiences and perspectives of assertive community treatment (ACT) providers regarding the presence of trauma and PTSD in individuals with severe mental illness? What are the perceived challenges and barriers faced by ACT providers

when working with trauma and PTSD in this population? How do ACT providers navigate the cultural dynamics and organizational structures that contribute to a "trauma avoidant culture" in their work settings? What strategies or approaches do ACT providers utilize to address trauma and PTSD in individuals with severe mental illness? How do ACT providers perceive the impact of addressing trauma and PTSD on the overall treatment outcomes and well-being of individuals with severe mental illness? What recommendations or changes do ACT providers suggest to improve the cultural responsiveness and trauma-informed care within their work environments? These research questions would help to explore the experiences, perspectives, and challenges faced by ACT providers when working with trauma and PTSD in individuals with severe mental illness. They can provide valuable insights into the need for trauma-informed care and inform interventions and support systems to better address the trauma- related needs of this population. Population, Sampling and Recruitment Population: The population includes ACT providers who are directly involved in providing care and support to individuals with severe mental illness in community-based settings. This may include professionals such as psychiatrists, psychologists, social workers, nurses, and other mental health professionals. Sampling: Depending on the research goals and resources available, different sampling techniques can be employed, such as: Purposeful sampling: Selecting ACT providers who have extensive experience in working with trauma and PTSD or those who represent a range of perspectives within the field. Snowball sampling: Asking initially identified participants to recommend other ACT providers who may have valuable insights on the topic. Maximum variation sampling: Selecting participants with diverse characteristics (e.g., professional backgrounds, years of experience, geographic locations) to ensure a broader range of perspectives. Recruiting: The researchers can reach out to potential participants using various methods, such as: Direct contact: Contacting ACT providers directly via phone, email, or in- person to explain the purpose of the study and invite them to participate. Professional networks: Utilizing professional networks or organizations involved in ACT to disseminate information about the study and recruit interested participants. Collaborations with ACT programs: Collaborating with ACT programs or

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organizations to gain access to potential participants and seek their participation. Recruitment advertisements: Placing recruitment advertisements in relevant professional forums, newsletters, or online platforms frequented by ACT providers. During the recruitment process, it is essential to provide potential participants with clear information about the study, including its purpose, methods, confidentiality measures, and any potential risks or benefits. Informed consent should be obtained from those who express interest in participating. Data Collection Strategy Interviews: Conduct individual semi-structured interviews with the ACT providers. Use an interview guide with open-ended questions that allow participants to freely express their perspectives, experiences, and challenges related to working with trauma and PTSD. Observations: Consider conducting observations of ACT providers' interactions with clients or within the treatment settings. This can provide additional context and insights into their experiences and challenges. Operationalization and Instruments Operationalization: Operationalization refers to defining and translating abstract concepts into measurable variables or indicators in order to facilitate data collection and analysis. In this study, some concepts that might require operationalization include trauma, PTSD, trauma avoidant culture, and perspectives of ACT providers. Instruments: Qualitative research often involves data collection through interviews, observations, and field notes. Here are some potential instruments that could be used: Semi-structured interviews: Conducting individual interviews with ACT providers using an interview guide consisting of open-ended questions. The guide could cover topics such as the experiences of working with trauma and PTSD, challenges faced, perspectives on trauma-informed care, and organizational culture. The interviews can be audio-recorded and transcribed for analysis. Observations: Observing ACT providers in their work settings, such as team meetings or client interactions. Field notes can be taken during the observations, capturing contextual information, non-verbal cues, and other relevant observations related to trauma and PTSD care. Document analysis: Reviewing relevant documents, such as organizational policies, treatment guidelines, or previous research on trauma and mental health, to gain insights into the existing context and culture of trauma care within ACT programs.

These instruments can help gather rich qualitative data that capture the perspectives, experiences, and challenges faced by ACT providers in addressing trauma and PTSD. The data collected can then be analyzed using qualitative analysis techniques, such as thematic analysis or content analysis, to identify patterns, themes, and key findings. Data Analysis The interviews were recorded and transcribed verbatim before being evaluated thematically to determine recurring themes relevant to the study's overarching question. The first author had four research assistants read all of the transcript data, and then organized the responses into 21 categories. Codes were developed, modified, or discarded based on the similarities and differences between the transcribed interview texts. There are five main ideas that these subthemes fall under. Table 2 Quantitatively-focused Outline (Qasim et al., 2022) Problem Gap The problem gap in the article refers to a gap in the existing knowledge regarding the phenomenon of post-traumatic growth following the death of a parent in adulthood. The article aims to investigate whether individuals who experience the death of a parent in adulthood can undergo post-traumatic growth, which refers to positive psychological changes and personal development that occur as a result of the struggle with significant life challenges or traumatic events. The specific focus on parental death in adulthood is crucial because it explores a specific context and relationship that has received relatively less attention in the literature on post-traumatic growth. By addressing this gap, the article aims to contribute to a better understanding of the potential for personal growth and positive changes in individuals who experience the death of a parent in adulthood. The findings of the study may have implications for bereavement support, counseling, and interventions for individuals facing this specific type of loss, ultimately leading to more targeted and effective support systems for those who are grieving. Purpose of the Study (including method and design) The purpose of the study in the article is to investigate whether individuals who experience the death of a parent in adulthood can experience post-traumatic growth. The study aims to explore the potential positive psychological changes and personal development that may occur as a result of the struggle with the significant life event of parental death. Specifically, it seeks to examine whether individuals who have lost a parent in adulthood can

experience growth in areas such as personal strength, appreciation of life, relationships with others, new possibilities, and spiritual or existential dimensions. By conducting this study, the researchers aim to contribute to the understanding of the experience of grief and bereavement following parental death in adulthood. The findings may shed light on the potential for resilience, personal growth, and positive adaptation in the face of this specific type of loss. The purpose of the study is not only to expand the knowledge base regarding post-traumatic growth but also to provide insights that may inform support services, interventions, and counseling for individuals who have experienced the death of a parent in adulthood. Understanding the potential for post-traumatic growth can have implications for the development of targeted interventions that foster personal growth and well-being in individuals navigating the grieving process. Research Questions/Hypotheses Research Question: Does the death of a parent in adulthood lead to post- traumatic growth in individuals? Research Question: What are the specific domains or areas of post- traumatic growth that individuals may experience following the death of a parent in adulthood? Research Question: How does the experience of post-traumatic growth following parental death in adulthood vary across different individuals or demographic factors (e.g., age, gender, cultural background)? Hypothesis: Individuals who experience the death of a parent in adulthood are more likely to report post-traumatic growth compared to individuals who have not experienced such a loss. Hypothesis: The level of post-traumatic growth following parental death in adulthood is influenced by factors such as the quality of the parent- child relationship, coping strategies utilized, and social support received. Population, Sampling and Recruitment Population: The population of interest would be individuals who have experienced the death of a parent in adulthood. The study aims to examine their potential for post-traumatic growth following this specific type of loss. Sampling: Sampling techniques could be employed to select a representative sample from the population. Some possible sampling strategies include: Random sampling: Selecting participants randomly from a well-defined population of individuals who have experienced parental death in adulthood. This could involve using a random selection method such as a random number generator.

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Purposeful sampling: Selecting participants who meet specific criteria related to the research question, such as individuals who have experienced parental death in adulthood within a certain timeframe or from diverse cultural backgrounds. Snowball sampling: Participants initially identified through other means can be asked to recommend or refer additional individuals who have experienced parental death in adulthood. Recruiting: The researchers can use various methods to recruit participants for the study, including: Collaborations with organizations: Collaborating with grief support organizations, bereavement groups, or community centers that cater to individuals who have experienced parental death in adulthood. These organizations can help identify potential participants and facilitate recruitment. Online platforms: Utilizing online platforms such as social media, bereavement forums, or support groups to reach out to individuals who may be interested in participating in the study. Offline channels: Distributing recruitment flyers or posters in relevant community centers, hospitals, or counseling centers that deal with bereavement support. During the recruitment process, it is crucial to provide potential participants with clear information about the study's purpose, procedures, and ethical considerations. Informed consent should be obtained from those who express interest in participating. Data Collection Strategy Surveys or Questionnaires: Researchers designed and administered surveys or questionnaires to gather self-reported data from participants. These instruments could include standardized scales to assess post- traumatic growth, psychological well-being, and the impact of parental death. Some forms were done in person, and some were completed in Google Forms. Operationalization and Instruments Post-Traumatic Growth Inventory (PTGI): The PTGI is a widely used self- report questionnaire designed to measure the positive changes that individuals experience after a traumatic event. It consists of items that assess various domains of post-traumatic growth, such as personal strength, appreciation of life, new possibilities, relating to others, and spiritual change. Bereavement-related scales: Researchers may utilize scales specifically developed to assess bereavement-related outcomes following the death of a parent. These scales may measure grief, bereavement-related distress, or adjustment to parental loss. Data Analysis Descriptive Statistics: Researchers often use descriptive statistics to summarize the characteristics of the study sample, such as means, standard deviations, frequencies, and percentages. This provides a clear overview of the participants and their experiences related to post-

traumatic growth and parental death. Inferential Statistics: Researchers employed inferential statistics to examine relationships between variables or to test hypotheses. For example, they used correlation analysis to explore the association between post-traumatic growth and other factors, such as the time since parental death or demographic variables. Regression analysis can also be used to identify predictors of post-traumatic growth.

Part 2 Feasibility Issues: Resources: One of the most common problems with feasibility is the lack of money, tools, or access to data. Researchers need to think about whether they have all the tools they need to do their work well. Time: Most research projects have a limited amount of time, so it's important to think about whether the suggested research can be done in the time that's available. Scope: The size of the study also affects how realistic it is. Researchers need to make sure that their research question is clear enough that it can be answered within the limits that are already in place. Expertise: For research to be done well, researchers need to have the right information and skills. If a job needs specialized knowledge, it could be hard to make it happen ( Chew- Graham et al., 2022) Ethical Things to Think About: Informed Consent: Before participants agree to take part in a study, researchers must make sure they understand the goal, risks, and benefits of taking part. Participants should be able to leave at any time without getting in trouble for it.

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Privacy and Confidentiality: Researchers must protect the privacy and secrecy of the people who take part in their studies. This includes keeping personal information safe and making information anonymous so that people can't be found. Potential Harm: Researchers should think about any physical, emotional, or mental harm that could happen to study subjects. There should be steps taken to reduce or lessen these risks. Conflict of Interest: Researchers should tell you about any possible conflicts of interest that could change the results of their study or make them less objective. Data Integrity: Ethical research requires keeping the integrity of data by making sure that data gathering, analysis, and reporting are accurate, honest, and clear (Allen, 2020). The Institutional Review Board (IRB) is in charge of: An Institutional Review Board (IRB) is a group that oversees and gives permission for study that involves people. Its main job is to defend the rights, welfare, and well-being of the people who take part (Resnik, 2021). The IRB looks at research plans to see what ethical issues they raise, such as how to get informed consent, how to reduce risks, and how to handle data. The IRB makes sure that the possible benefits of the study are more important than the possible risks. Before starting their studies, researchers have to get IRB approval, and they have to follow the rules and guidelines set by the IRB throughout the whole process (Resnik, 2021). The IRB is a very important protection for people who are used as study subjects. It encourages ethical behavior and makes sure that laws and rules are followed (Resnik, 2021). It is a key part of keeping research honest and protecting the rights and well-being of people who take part in research.

References Allan A. (2020). Structuring the debate about research ethics in the psychology and law field: an international perspective. Psychiatry, psychology, and law: an interdisciplinary journal of the Australian and New Zealand Association of Psychiatry, Psychology and Law , 27 (3), 397–411. https://doi.org/10.1080/13218719.2020.1742243 Chew-Graham, C.A., Kitchen, C.E.W., Gascoyne, S. et al. (2022). The feasibility and acceptability of a brief psychological intervention for adults with long-term health conditions and subthreshold depression delivered via community pharmacies: a mixed methods evaluation—the Community Pharmacies Mood Intervention Study (CHEMIST). Pilot Feasibility Stud 8 , 27. https://doi.org/10.1186/s40814-022-00992-7 Qasim, K., & Carson, J. (2022). Does post-traumatic growth follow parental death in adulthood? An empirical investigation. Omega: Journal of Death & Dying, 86 (1), 25– 44. https://doi.org/10.1177/0030222820961956 Resnik D. B. (2021). Standards of evidence for institutional review board decision- making. Accountability in research , 28 (7), 428–455. https://doi.org/10.1080/08989621.2020.1855149

Sharif, N., Karasavva, V., Thai, H., & Farrell, S. (2021). “We’re working in a trauma avoidant culture”: A qualitative study exploring assertive community treatment providers’ perspectives on working with trauma and PTSD in people with severe mental illness. Community Mental Health Journal, 57 (8), 1478–1488. https://doi.org/10.1007/s10597-020-00764-8

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