7-2 Final Project Submission Research Investigation

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Dec 6, 2023

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7-2 Final Project Submission: Research Investigation Tiffany White PSY 257 Southern New Hampshire University

Literature Review Article one is “Effects of perinatal mental disorders on the fetus and child”. The purpose of the article titled "Effects of perinatal mental disorders on the fetus and child" is to explore and examine the impact of mental disorders during the perinatal period (the period before and after childbirth) on the development and well-being of the fetus and child. The article delves into scientific research, medical studies, and related literature to investigate the potential effects of perinatal mental disorders on the psychological, emotional, and cognitive outcomes of the offspring. It also discuss the potential mechanisms underlying these effects and explores potential interventions or preventive measures. The hypothesis of this article is to summarize the evidence on the differences in development that are affected by perinatal mental disorders. The article seeks to discover evidence of parental disorder and their offspring’s development. The principal variables this article focuses on are parenting, chronic exposure, interparent conflict and maternal programming. The research done in this article also focuses on other variables like material support, social standing, and parenting styles. There has been many studies done on this topic. These studies have found that there is an associations between antenatal depression and adverse fetal outcomes may be more significant in low-income and middle-income countries compared to high-income countries, particularly in socioeconomically disadvantaged communities. While research has primarily focused on mothers, there is growing evidence suggesting that the mental health of fathers is also associated with child developmental disturbances. The passage mentions that the Series paper focuses on longitudinal studies, especially meta-analyses of such studies. The passage also mentions the use of interviews, self- report symptom questionnaires, and reliable and valid measures of mental disorders as

assessment methods within the studies reviewed. Therefore, the research design primarily involves longitudinal studies and meta-analyses, supplemented by other study designs and assessment methods as mentioned. The conducted research study exhibited a commendable adherence to ethical principles. Its comprehensive approach encompassed an examination of numerous variables relevant to the main research objective. Additionally, the study's global scope, encompassing diverse regions, ensured a broad representation of the population, enhancing the generalizability of the findings. The research team took diligent measures to safeguard participant privacy and confidentiality, prioritizing the ethical imperative. This was reinforced through the implementation of informed consent procedures, wherein all participants willingly provided their consent by signing consent forms. Article two is "If Only I Didn't Embarrass Myself in Front of the Class!": Social Anxiety and Upward Counterfactual Thinking”. The purpose of the article "If Only I Didn't Embarrass Myself in Front of the Class!": Social Anxiety and Upward Counterfactual Thinking is to investigate the relationship between social anxiety and upward counterfactual thinking. The study aims to examine the role of upward counterfactual thinking in maintaining social anxiety and its impact on individuals' emotions, cognitions, and behaviors. The hypothesis of this article is to outline U- CFT and its association with social anxiety: The authors mention that U-CFT, which involves imagining better outcomes to past events, is generally considered adaptive but has also been linked to negative affect and social anxiety in previous research. By examining the variables/factors, Social Anxiety (SA), Upward Counterfactual Thinking (U-CFT), Scenario Controllability, and Self-Reported Depression, Perfectionism, and Rumination; the study aims to understand the role of social anxiety and scenario controllability in the generation of upward

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counterfactual thinking, which can provide insights into appropriate social thinking processes. There has been many studies done on this topic. The findings from these studies suggest that individuals with social anxiety may engage in more U-CFT, particularly in response to controllable social situations with negative outcomes. However, more research is needed to further understand the nuances of this relationship and its implications for social anxiety symptoms and treatment. This study utilized a mixed-methods approach, combining self-report measures and scenario-based manipulation to investigate the relationship between counterfactual thinking and social anxiety. This research study was conducted with due regard for ethical principles. It is apparent that the researchers diligently addressed relevant variables pertaining to the main variable under investigation. Notably, participants were subjected to a thorough process of informed consent, wherein they were furnished with comprehensive information about the study and given the opportunity to comprehend and voluntarily consent to their participation. The recruitment of participants from diverse sources, encompassing university participant pools, community advertisements, and flyers, reflects a conscious effort to ensure a broad and representative sample. Furthermore, the provision of compensation in the form of course credit, cash, or gift cards serves as a testament to the researchers' acknowledgement of the participants' investment of time and effort. The utilization of established and validated measures to assess various psychological constructs exemplifies the researchers' commitment to upholding research integrity through the implementation of reliable and credible instruments. Such meticulous attention to ethical considerations enhances the credibility and trustworthiness of the research endeavor.

Article three is “Lessons from social psychology on discrediting psychiatric stigma.”. The purpose of the article "Lessons from social psychology on discrediting psychiatric stigma" is to explore the field of social psychology and its insights into addressing and combating the stigma associated with psychiatric conditions. The authors examine various social psychological theories, research findings, and practical strategies that can be applied to reduce the negative stereotypes, discrimination, and prejudice faced by individuals with mental illnesses. The article aims to provide valuable lessons and recommendations for challenging and discrediting psychiatric stigma in society. The hypothesis of this article is to show that Protest can lead to a rebound effect: The authors suggest that attempts to suppress stereotypes through protest may have unintended consequences, potentially reinforcing or strengthening the stereotypes rather than reducing them. The authors consider protest, education programs, and contact as strategies employed by advocacy, government, and public-service groups to address stigma towards individuals with severe mental illness. They discuss the variables or factors associated with these strategies, such as the rebound effect of protest, the limitations of education programs, and the factors that enhance contact experiences, while emphasizing the importance of appropriate social thinking in reducing stigma. There have been several studies that have explored the variables and relationships related to stereotypes, stigma, and mental illness. these studies highlight the historical significance of understanding stereotypes, stigma, and their impact on individuals with mental illness. They provide empirical evidence of the prevalence of stigmatizing attitudes, including among professionals, and shed light on the consequences of stigma for individuals and their families. This article does not explicitly mention the specific research design used in the study. However, it discusses various research directions, hypotheses, and strategies for reducing psychiatric stigma and improving the quality of life for individuals with severe mental illness. It

suggests the integration of research from social and clinical psychology and highlights the importance of considering individual differences and exploring the effectiveness of stigma- reduction strategies. Based on the information provided, it seems that the study may involve a combination of experimental, correlational, and qualitative research designs, depending on the specific research questions being addressed. This article was conducted in an ethically sound manner, as evidenced by its adherence to the ethical standards set forth by the American Psychological Association. The researchers addressed the limitations of their study, demonstrating a conscientious approach to their research. Moreover, they incorporated and cited previous studies that provided supportive evidence for their research content. Importantly, the study ensured the safety and well-being of its participants, taking measures to prevent any potential harm. Additionally, the researchers demonstrated transparency by appropriately disclosing personal information of those involved in the study. Article four is “The Association Between Social Skills and Mental Health in School-Aged Children with Autism Spectrum Disorder, With and Without Intellectual Disability”. The purpose of the article "The Association Between Social Skills and Mental Health in School-Aged Children with Autism Spectrum Disorder, With and Without Intellectual Disability" is to explore the relationship between social skills and mental health in children with Autism Spectrum Disorder (ASD), both with and without intellectual disability. The hypothesis of this article is to summarize the association between social skills and mental health in children with ASD, with a focus on differences between those with and without ID. The study claims that there is limited existing research examining the relationship between social skills and mental health in children with ASD, both with and without ID. By examining the associations between the variables,

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Social Responsiveness Difficulties, Social Skills, and Mental Health; the authors aim to understand how social skills and appropriate social thinking relate to mental health outcomes in children with ASD, with and without ID. Previous research has indeed examined the variables of social skills and mental health in individuals with Autism Spectrum Disorder (ASD), shedding light on the historical significance of this relationship. These previous studies support the notion that social skills deficits are associated with mental health difficulties, such as depressive and anxiety symptoms, in individuals with ASD. The research design employed in this study was quantitative in nature. Utilizing meta-analyses, the researchers systematically analyzed previous studies that provided support for their hypothesis. The study encompassed various research methods, including observational simulations, randomized control trials, and surveys, in order to comprehensively investigate the topic at hand. This research study adhered to ethical principles by ensuring participant confidentiality through de-identified data. Informed consent was obtained from school counsellors, principals, parents, and teachers, reflecting a respect for participant autonomy. The study received ethics approval from the Human Research Ethics Committee, indicating a rigorous ethical review process. These considerations demonstrate a commitment to ethical conduct and enhance the credibility of the study's findings. Article five is “The link between social communication and mental health from childhood to young adulthood: A systematic review”. The purpose of the article titled "The link between social communication and mental health from childhood to young adulthood: A systematic review" is to provide a comprehensive overview of the relationship between social communication and mental health across the developmental stages from childhood to young adulthood. The article aims to explore the connections between social communication difficulties

and mental health issues, such as anxiety, depression, and social isolation, throughout different age ranges. The hypothesis of this article is to outline the systematic review investigates the association between social communication (SC) skills and mental health outcomes in children and young adults. The article aims to explore the relationship between social communication difficulties (including Communicative Functions, Conversational Skills, Adjustment of Means of Communication ) and mental health outcomes in children, adolescents, and young adults. The focus is on understanding how social communication deficits may influence mental health and the developmental trajectories of specific mental health conditions. This systematic review is the first to summarize the present state of the literature on associations between social communication (SC) skills and mental health in children and young adults, excluding individuals with Autism Spectrum Disorder (ASD). Therefore, the review claims that it is the first to systematically investigate this specific relationship. As a result, there is no specific mention of prior studies on the exact variables or relationship addressed in this systematic review. The study employs a mixed research design, incorporating both longitudinal and cross-sectional approaches. Twelve of the 27 studies (44.4%) adopt a longitudinal design, examining changes in social communication (SC) and mental health over time. Additionally, 15 studies (55.6%) utilize a cross-sectional design, providing a snapshot of the relationship between SC and mental health at a specific point in time. This mixed design allows for a comprehensive understanding of the SC and mental health relationship. This research study demonstrates a high level of ethical conduct. The researchers implemented stringent measures throughout the study. They established clear inclusion and exclusion criteria, ensuring the selection of relevant and high-quality literature. The data extraction process was conducted independently by two authors, with discrepancies resolved through discussion, ensuring accuracy and consistency. The authors

planned to assess the quality and potential bias of the included publications, enhancing the reliability of the findings. They also declared the absence of any conflicts of interest, contributing to the transparency and credibility of the research. Overall, this study adhered to ethical principles, considering various variables, maintaining transparency, and employing rigorous methods. Research Design Gap in Research: Existing research has extensively examined the impact of mental health, cognitive impairments, and environmental influences on social cognition. However, the underlying causes of these factors have received limited attention. It remains unclear whether prenatal care or family history play a role in the relationship between these factors and social cognition. Further exploration in these areas is crucial to enhance our understanding. Investigating the influence of prenatal care, as well as genetic and environmental factors encompassed in family history, can provide valuable insights into the intricate interplay between nature and nurture in social development. By addressing these research gaps, we can gain a deeper understanding of the complex factors that shape social cognition. My research question is: What is the relationship between prenatal care, family history, and social cognition in individuals, and how do these factors interact to influence social development? A longitudinal research design would be best suited to answer the research question. I have chosen longitudinal as my research design because it involves tracking the same group of individuals over an extended period. This design allows for the examination of the relationship between prenatal care, family history, and social cognition from the prenatal period through

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childhood, adolescence, and possibly adulthood. By collecting data over time, researchers can assess prenatal care, family history (genetic and environmental factors), and measure social cognitive skills at different developmental stages. This longitudinal approach provides insights into how prenatal care and family history interact with social cognition to influence social development, identifying developmental patterns and potential mediating factors. It offers a robust method to study cause-and-effect relationships while controlling for confounding variables. Overall, it provides a comprehensive understanding of the complex interplay between these factors in shaping social cognition and development. To implement a longitudinal research design for studying the relationship between prenatal care, family history, and social cognition in individuals, and how these factors interact to influence social development, I would take the following steps. First, I would recruit a diverse sample spanning different age groups. I would Collect data at multiple time points, assessing prenatal care, family history, social cognition, and social development through interviews, surveys, and observations. I would then Analyze the longitudinal data using appropriate statistical methods to explore the relationships and interactions between these factors over time. Finally, I would interpret the findings, discuss their implications, and prepare a comprehensive report summarizing the results and their implications for understanding social development in relation to prenatal care and family history. To ensure ethical integrity in my proposed research question, key measures would be taken. These include obtaining informed consent, safeguarding confidentiality, assessing and minimizing risks, obtaining Institutional Review Board approval, respecting cultural sensitivities, and ensuring transparent reporting. I would inform participants about the study's purpose, procedures, potential risks, and benefits, allowing them to make voluntary and informed decisions. Confidentiality would be maintained through data anonymization and secure storage. Risks

would be thoroughly assessed and mitigated to protect participant well-being. Seeking ethical review and adhering to guidelines are crucial. Cultural sensitivity would guide my interactions, respecting diverse beliefs and practices. Ultimately, transparent reporting of findings would uphold participant confidentiality and provide accurate representations of the data. These measures collectively support ethical research practices and participant welfare.

References: Stein , A., Pearson , R. M., Goodman , S. H., Rapa, E., Rahman, A., McCallum, M., Howard , L. M., & Pariante , C. M. (2014, November). Explore scientific, technical, and medical research on ScienceDirect. ScienceDirect.com | Science, health and medical journals, full text articles and books. https://www.sciencedirect.com/ Monforton , J., Vickers, K., & Antony, M. M. (2012, March). “If Only I Didn’t Embarrass Myself in Front of the Class!”: Social Anxiety and Upward Counterfactual Thinking. proquest. https://www.proquest.com/docview/927857634 Corrigan, P. W., & Penn, D. L. (2015). Lessons from social psychology on discrediting psychiatric stigma. EBSCO Information Services, Inc. | www.ebsco.com. https://www.ebsco.com/products/ebscohost-research-platform Ratcliffe, B., Wong, M., Dossetor, D., & Hayes, S. (2015). The association between social skills and Mental Health in school-aged children with autism spectrum disorder, with and without intellectual disability. Journal of autism and developmental disorders. https://pubmed.ncbi.nlm.nih.gov/25758822/ Dall, M., Fellinger, J., & Holzinger, D. (2022, September 13). The link between Social Communication and Mental Health from childhood to young adulthood: A systematic review. Frontiers. https://www.frontiersin.org/articles/10.3389/fpsyt.2022.944815/full

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7-2 Final Project Submission Research Investigation

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