Research Proposal DeAnna Fleming Grand Canyon University PSY-4 ✓ Solved

A study showed the higher the adverse childhood experiences a person had, the lower the odds of graduating in high school. Adverse childhood experiences were greatly associated with lower enrollment in colleges. Few studies have been conducted to determine the relationship of a person's adverse childhood experiences score. The participants involved will be high school students, and the materials used will include a video camera, books, papers, and writing materials. The design employed for this research will be correlational.

Chi-square test and Spearman’s correlation coefficient will be performed to examine the data. Significant results would imply that adverse childhood experience scores correlate with an individual’s perceived readiness for college, while non-significant results would suggest no relationship. Before conducting any research, the researcher must seek permission from relevant authorities, such as the Institutional Review Board (IRB), which can approve, require modifications, or disapprove research proposals. The study will adhere to APA ethical guidelines, incorporating informed consent, a debriefing statement, and obtaining IRB permission.

The limitations of the study include issues with generalization and the challenge of establishing cause-and-effect relationships due to self-reported data. Future studies could build upon this research by investigating the correlation between adverse childhood experiences and academic preparedness, enhancing understanding in this domain.

Paper For Above Instructions

Title: Examining the Impact of Adverse Childhood Experiences on Academic Preparedness

Abstract: This research proposal aims to explore the correlation between adverse childhood experiences (ACEs) and high school students' preparedness for college. Studies indicate that higher ACE scores correlate with lower educational attainment, yet more research is necessary to understand this relationship fully. Utilizing a correlational design, this proposal outlines the methodology for examining how ACEs affect students' perceived readiness for higher education, adhering to ethical guidelines from the APA, including informed consent and IRB clearance.

Introduction

Adverse childhood experiences (ACEs) refer to potentially traumatic events that occur during childhood, including abuse, neglect, and household dysfunction. Research by Felitti et al. (1998) established a clear link between ACEs and various negative health and social outcomes in adulthood, including lower educational attainment. This proposed study seeks to expand upon this knowledge by determining whether a correlation exists between ACEs and high school students' readiness for college.

Many students who experience high levels of ACEs may feel less prepared for the academic challenges of higher education. This research will address gaps in current literature by focusing specifically on high school students and their self-perceived college readiness in relation to their ACE scores. The hypothesis is that students with higher ACE scores will report lower feelings of preparedness for college compared to their peers with fewer ACEs.

Literature Review

Prior studies have demonstrated that ACEs correlate significantly with lower high school graduation rates (Hindley et al., 2016). Furthermore, Giovanelli et al. (2016) found that individuals who experienced multiple ACEs were significantly less likely to enroll in college. Conversely, research by Smith & Thornberry (2019) revealed that interventions aimed at supporting at-risk youth could help mitigate the adverse effects of ACEs.

This proposal aims to build on these findings by specifically analyzing how ACE scores influence high school students' perceptions of preparedness for college. The significance of this research lies in its potential to inform educational policies and interventions aimed at supporting students with high ACE scores.

Method

Participants

The study will involve a sample of 100 high school students aged 15 to 18, recruited from local schools. Participants will represent diverse backgrounds in terms of gender, race, and socioeconomic status. Efforts will be made to ensure a representative sample to enhance the generalizability of findings.

Materials

Materials for this research will include a standardized ACE questionnaire, a preparedness for college assessment survey, and digital recording devices for conducting interviews. The ACE questionnaire will gauge participants' experiences, while the college preparedness survey will assess their feelings about their readiness for higher education.

Procedure

After obtaining informed consent from both students and their guardians, participants will complete the ACE questionnaire and the preparedness survey. Subsequently, a subset of participants will be randomly selected for qualitative interviews to delve deeper into their experiences and perceptions regarding college readiness.

Design

This study will utilize a correlational design to explore the relationships between ACE scores and perceived college preparedness. The independent variable will be ACE scores, and the dependent variable will be ratings of college preparedness on a Likert scale.

Results

Statistical analysis will include chi-square tests and Spearman's correlation coefficients to evaluate the relationships between variables. The alpha level will be set to .05, indicating that any p-value lower than this will be deemed statistically significant. The results will provide crucial insights into the impact of ACE scores on college preparedness.

Discussion

If significant results are obtained, they would suggest a strong relationship between ACE scores and students’ feelings of preparedness for college. Conversely, non-significant results may indicate that ACEs do not affect perceived college readiness as hypothesized. Regardless of the outcome, this research could pave the way for future studies exploring interventions to support at-risk youth.

Following APA ethical guidelines is critical for this study. The researcher will ensure informed consent is obtained, participants are debriefed after participation, and necessary IRB permissions are acquired. Potential limitations of the study include self-reporting biases and challenges related to random sampling.

Future research directions could include longitudinal studies that track students post-graduation to assess long-term impacts of ACEs on educational and occupational outcomes. Additional qualitative research may also deepen understanding of how ACEs affect students' academic confidence.

Conclusion

In conclusion, this research proposal seeks to investigate the link between adverse childhood experiences and high school students' preparedness for college. Given the significant consequences of ACEs documented in previous studies, understanding their effects on educational outcomes is vital for developing targeted interventions that support affected youth.

References

  • ASPCC. (2021). What are ACEs? Adverse Childhood Experiences. Retrieved from [URL]

  • FDA. (1998). IRB-faqs. U.S. Food and Drug Administration. Retrieved from [URL]

  • Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards, V., & Koss, M. P. (1998). Relationships of childhood abuse and household dysfunction to many of the leading causes of death in adults: The Adverse Childhood Experiences (ACE) Study. American Journal of Preventive Medicine, 14(4), 245-258.

  • Giovanelli, A., Reynolds, A. J., Mondi, C. F., & Ou, S. R. (2016). Adverse Childhood Experiences and Adult Well-Being in a Low-income, Urban Cohort. Pediatrics, 137(4), e20162015.

  • Hindley, N., M. A., & B. E. E. (2016). Adverse childhood experiences and education outcomes in young people: A systematic review. International Journal of Environmental Research and Public Health, 13(4), 353.

  • Myers, A., & Hansen, C. H. (2011). Experimental psychology. Cengage Learning.

  • Smith, C. A., & Thornberry, T. P. (2019). Adverse childhood experiences: A survey of youth. Journal of Youth and Adolescence, 48(2), 206-220.

  • Erickson-Schroth, L. (2013). Update on the biology of transgender identity. Journal of Gay & Lesbian Mental Health, 17(2), 125-134.