Fluent Essays

see attached Research Instructions: This is the 2nd part of the research paper that I have to do. The topic is    "The Effectiveness of Cognitive Behavioral Therapy (CBT) as an Intervention for Student diagnosed with Anxiety."  I am attaching instructions for this mini assignment; the elements of the proposal for you to follow; the Action Plan and the feedback; the articles summary with feedback; the annotated bibliography; and the mini assignment 1 paper from part 1.  All of these go together to assist in putting the research final paper together which is the end goal.   This has to be thorough for good research.  After this mini assignment, there one other mini assignment to add to this one, research paper draft, the symposium abstract, and then final draft and presentation.  These are all done over the next month or so with something being due each week.   Research Mini Assignment 2 Instructions Review of Literature  (including Background, Definition of terms, Research Questions and Hypotheses). 4-5 pages Bottom of Form THE ELEMENTS OF A PROPOSAL Frank Pajares Emory University I. Introduction and Theoretical Framework A. “The introduction is the part of the paper that provides readers with the background information for the research reported in the paper. Its purpose is to establish a framework for the research, so that readers can understand how it is related to other research” (Wilkinson, 1991, p. 96). B. In an introduction, the writer should 1. create reader interest in the topic, 2. lay the broad foundation for the problem that leads to the study, 3. place the study within the larger context of the scholarly literature, and 4. reach out to a specific audience. (Creswell, 1994, p. 42) C. If a researcher is working within a particular theoretical framework/line of inquiry, the theory or line of inquiry should be introduced and discussed early, preferably in the introduction or literature review. Remember that the theory/line of inquiry selected will inform the statement of the problem, rationale for the study, questions and hypotheses, selection of instruments, and choice of methods. Ultimately, findings will be discussed in terms of how they relate to the theory/line of inquiry that undergirds the study. D. Theories, theoretical frameworks, and lines of inquiry may be differently handled in quantitative and qualitative endeavors. 1. “In quantitative studies, one uses theory deductively and places it toward the beginning of the plan for a study. The objective is to test or verify theory. One thus begins the study advancing a theory, collects data to test it, and reflects on whether the theory was confirmed or disconfirmed by the results in the study. The theory becomes a framework for the entire study, an organizing model for the research questions or hypotheses for the data collection procedure” (Creswell, 1994, pp. 87-88). 2. In qualitative inquiry, the use of theory and of a line of inquiry depends on the nature of the investigation. In studies aiming at “grounded theory,” for example, theory and theoretical tenets emerge from findings. Much qualitative inquiry, however, also aims to test or verify theory, hence in these cases the theoretical framework, as in quantitative efforts, should be identified and discussed early on. II. Statement of the Problem A. “The problem statement describes the context for the study and it also identifies the general analysis approach” (Wiersma, 1995, p. 404). B. “A problem might be defined as the issue that exists in the literature, theory, or practice that leads to a need for the study” (Creswell, 1994, p. 50). C. It is important in a proposal that the problem stand out—that the reader can easily recognize it. Sometimes, obscure and poorly formulated problems are masked in an extended discussion. In such cases, reviewers and/or committee members will have difficulty recognizing the problem. D. A problem statement should be presented within a context, and that context should be provided and briefly explained, including a discussion of the conceptual or theoretical framework in which it is embedded. Clearly and succinctly identify and explain the problem within the framework of the theory or line of inquiry that undergirds the study. This is of major importance in nearly all proposals and requires careful attention. It is a key element that associations such as AERA and APA look for in proposals. It is essential in all quantitative research and much qualitative research. E. State the problem in terms intelligible to someone who is generally sophisticated but who is relatively uninformed in the area of your investigation. F. Effective problem statements answer the question “Why does this research need to be conducted.” If a researcher is unable to answer this question clearly and succinctly, and without resorting to hyperspeaking (i.e., focusing on problems of macro or global proportions that certainly will not be informed or alleviated by the study), then the statement of the problem will come off as ambiguous and diffuse. G. For conference proposals, the statement of the problem is generally incorporated into the introduction; academic proposals for theses or dissertations should have this as a separate section. III. Purpose of the Study A. “The purpose statement should provide a specific and accurate synopsis of the overall purpose of the study” (Locke, Spirduso, & Silverman, 1987, p. 5). If the purpose is not clear to the writer, it cannot be clear to the reader. B. Briefly define and delimit the specific area of the research. You will revisit this in greater detail in a later section. C. Foreshadow the hypotheses to be tested or the questions to be raised, as well as the significance of the study. These will require specific elaboration in subsequent sections. D. The purpose statement can also incorporate the rationale for the study. Some committees prefer that the purpose and rationale be provided in separate sections, however. E. Key points to keep in mind when preparing a purpose statement. 1. Try to incorporate a sentence that begins with “The purpose of this study is . . .” This will clarify your own mind as to the purpose and it will inform the reader directly and explicitly. 2. Clearly identify and define the central concepts or ideas of the study. Some committee Chairs prefer a separate section to this end. When defining terms, make a judicious choice between using descriptive or operational definitions. 3. Identify the specific method of inquiry to be used. 4. Identify the unit of analysis in the study. IV. Review of the Literature A. “The review of the literature provides the background and context for the research problem. It should establish the need for the research and indicate that the writer is knowledgeable about the area” (Wiersma, 1995, p. 406). B. The literature review accomplishes several important things. 1. It shares with the reader the results of other studies that are closely related to the study being reported (Fraenkel & Wallen, 1990). 2. It relates a study to the larger, ongoing dialogue in the literature about a topic, filling in gaps and extending prior studies (Marshall & Rossman, 1989). 3. It provides a framework for establishing the importance of the study, as well as a benchmark for comparing the results of a study with other findings. 4. It “frames” the problem earlier identified. C. Demonstrate to the reader that you have a comprehensive grasp of the field and are aware of important recent substantive and methodological developments. D. Delineate the “jumping-off place” for your study. How will your study refine, revise, or extend what is now known? E. Avoid statements that imply that little has been done in the area or that what has been done is too extensive to permit easy summary. Statements of this sort are usually taken as indications that the writer is not really familiar with the literature. F. In a proposal, the literature review is generally brief and to the point. Be judicious in your choice of exemplars—the literature selected should be pertinent and relevant (APA, 2001). Select and reference only the more appropriate citations. Make key points clearly and succinctly. G. Committees may want a section outlining your search strategy—the procedures you used and sources you investigated (e.g., databases, journals, test banks, experts in the field) to compile your literature review. Check with your Chair. V. Questions and/or Hypotheses A. Questions are relevant to normative or census type research (How many of them are there? Is there a relationship between them?). They are most often used in qualitative inquiry, although their use in quantitative inquiry is becoming more prominent. Hypotheses are relevant to theoretical research and are typically used only in quantitative inquiry. When a writer states hypotheses, the reader is entitled to have an exposition of the theory that led to them (and of the assumptions underlying the theory). Just as conclusions must be grounded in the data, hypotheses must be grounded in the theoretical framework. B. A research question poses a relationship between two or more variables but phrases the relationship as a question; a hypothesis represents a declarative statement of the relations between two or more variables (Kerlinger, 1979; Krathwohl, 1988). C. Deciding whether to use questions or hypotheses depends on factors such as the purpose of the study, the nature of the design and methodology, and the audience of the research (at times even the taste and preference of committee members, particularly the Chair). D. The practice of using hypotheses was derived from using the scientific method in social science inquiry. They have philosophical advantages in statistical testing, as researchers should be and tend to be conservative and cautious in their statements of conclusions (Armstrong, 1974). E. Hypotheses can be couched in four kinds of statements. 1. Literary null—a “no difference” form in terms of theoretical constructs. For example, “There is no relationship between support services and academic persistence of nontraditional-aged college women.” Or, “There is no difference in school achievement for high and low self-regulated students.” 2. Operational null—a “no difference” form in terms of the operation required to test the hypothesis. For example, “There is no relationship between the number of hours nontraditional-aged college women use the student union and their persistence at the college after their freshman year.” Or, “There is no difference between the mean grade point averages achieved by students in the upper and lower quartiles of the distribution of the Self-regulated Inventory.” The operational null is generally the preferred form of hypothesis-writing. 3. Literary alternative—a form that states the hypothesis you will accept if the null hypothesis is rejected, stated in terms of theoretical constructs. In other words, this is usually what you hope the results will show. For example, “The more that nontraditional-aged women use support services, the more they will persist academically.” Or, “High self-regulated students will achieve more in their classes than low self-regulated students.” 4. Operational alternative—Similar to the literary alternative except that the operations are specified. For example, “The more that nontraditional-aged college women use the student union, the more they will persist at the college after their freshman year.” Or, “Students in the upper quartile of the Self- regulated Inventory distribution achieve significantly higher grade point averages than do students in the lower quartile.” F. In general, the null hypothesis is used if theory/literature does not suggest a hypothesized relationship between the variables under investigation; the alternative is generally reserved for situations in which theory/research suggests a relationship or directional interplay. G. Be prepared to interpret any possible outcomes with respect to the questions or hypotheses. It will be helpful if you visualize in your mind=s eye the tables (or other summary devices) that you expect to result from your research (Guba, 1961). H. Questions and hypotheses are testable propositions deduced and directly derived from theory (except in grounded theory studies and similar types of qualitative inquiry). I. Make a clear and careful distinction between the dependent and independent variables and be certain they are clear to the reader. Be excruciatingly consistent in your use of terms. If appropriate, use the same pattern of wording and word order in all hypotheses. VI. The Design--Methods and Procedures A. “The methods or procedures section is really the heart of the research proposal. The activities should be described with as much detail as possible, and the continuity between them should be apparent” (Wiersma, 1995, p. 409). B. Indicate the methodological steps you will take to answer every question or to test every hypothesis illustrated in the Questions/Hypotheses section. C. All research is plagued by the presence of confounding variables (the noise that covers up the information you would like to have). Confounding variables should be minimized by various kinds of controls or be estimated and taken into account by randomization processes (Guba, 1961). In the design section, indicate 1. the variables you propose to control and how you propose to control them, experimentally or statistically, and 2. the variables you propose to randomize, and the nature of the randomizing unit (students, grades, schools, etc.). D. Be aware of possible sources of error to which your design exposes you. You will not produce a perfect, error free design (no one can). However, you should anticipate possible sources of error and attempt to overcome them or take them into account in your analysis. Moreover, you should disclose to the reader the sources you have identified and what efforts you have made to account for them. E. Sampling 1. The key reason for being concerned with sampling is that of validity—the extent to which the interpretations of the results of the study follow from the study itself and the extent to which results may be generalized to other situations with other people (Shavelson, 1988). 2. Sampling is critical to external validity—the extent to which findings of a study can be generalized to people or situations other than those observed in the study. To generalize validly the findings from a sample to some defined population requires that the sample has been drawn from that population according to one of several probability sampling plans. By a probability sample is meant that the probability of inclusion in the sample of any element in the population must be given a priori. All probability samples involve the idea of random sampling at some stage (Shavelson, 1988). In experimentation, two distinct steps are involved. Random selection—participants to be included in the sample have been chosen at random from the same population. Define the population and indicate the sampling plan in detail. Random assignment—participants for the sample have been assigned at random to one of the experimental conditions. 3. Another reason for being concerned with sampling is that of internal validity— the extent to which the outcomes of a study result from the variables that were manipulated, measured, or selected rather than from other variables not systematically treated. Without probability sampling, error estimates cannot be constructed (Shavelson, 1988). 4. Perhaps the key word in sampling is representative. One must ask oneself, “How representative is the sample of the survey population (the group from which the sample is selected) and how representative is the survey population of the target population (the larger group to which we wish to generalize)?” 5. When a sample is drawn out of convenience (a nonprobability sample), rationale and limitations must be clearly provided. 6. If available, outline the characteristics of the sample (by gender, race/ethnicity, socioeconomic status, or other relevant group membership). 7. Detail procedures to follow to obtain informed consent and ensure anonymity and/or confidentiality. F. Instrumentation 1. Outline the instruments you propose to use (surveys, scales, interview protocols, observation grids). If instruments have previously been used, identify previous studies and findings related to reliability and validity. If instruments have not previously been used, outline procedures you will follow to develop and test their reliability and validity. In the latter case, a pilot study is nearly essential. 2. Because selection of instruments in most cases provides the operational definition of constructs, this is a crucial step in the proposal. For example, it is at this step that a literary conception such as “self-efficacy is related to school achievement” becomes “scores on the Mathematics Self-Efficacy Scale are related to Grade Point Average.” Strictly speaking, results of your study will be directly relevant only to the instrumental or operational statements (Guba, 1961). 3. Include an appendix with a copy of the instruments to be used or the interview protocol to be followed. Also include sample items in the description of the instrument. 4. For a mailed survey, identify steps to be taken in administering and following up the survey to obtain a high response rate. G. Data Collection 1. Outline the general plan for collecting the data. This may include survey administration procedures, interview or observation procedures. Include an explicit statement covering the field controls to be employed. If appropriate, discuss how you obtained entré. 2. Provide a general outline of the time schedule you expect to follow. H. Data Analysis 1. Specify the procedures you will use, and label them accurately (e.g., ANOVA, MANCOVA, HLM, ethnography, case study, grounded theory). If coding procedures are to be used, describe in reasonable detail. If you triangulated, carefully explain how you went about it. Communicate your precise intentions and reasons for these intentions to the reader. This helps you and the reader evaluate the choices you made and procedures you followed. 2. Indicate briefly any analytic tools you will have available and expect to use (e.g., Ethnograph, NUDIST, AQUAD, SAS, SPSS, SYSTAT). 3. Provide a well thought-out rationale for your decision to use the design, methodology, and analyses you have selected. VII. Limitations and Delimitations A. A limitation identifies potential weaknesses of the study. Think about your analysis, the nature of self-report, your instruments, the sample. Think about threats to internal validity that may have been impossible to avoid or minimize—explain. B. A delimitation addresses how a study will be narrowed in scope, that is, how it is bounded. This is the place to explain the things that you are not doing and why you have chosen not to do them—the literature you will not review (and why not), the population you are not studying (and why not), the methodological procedures you will not use (and why you will not use them). Limit your delimitations to the things that a reader might reasonably expect you to do but that you, for clearly explained reasons, have decided not to do. VIII. Significance of the Study A. Indicate how your research will refine, revise, or extend existing knowledge in the area under investigation. Note that such refinements, revisions, or extensions may have either substantive, theoretical, or methodological significance. Think pragmatically (i.e., cash value). B. Most studies have two potential audiences: practitioners and professional peers. Statements relating the research to both groups are in order. C. This can be a difficult section to write. Think about implications—how results of the study may affect scholarly research, theory, practice, educational interventions, curricula, counseling, policy. D. When thinking about the significance of your study, ask yourself the following questions. 1. What will results mean to the theoretical framework that framed the study? 2. What suggestions for subsequent research arise from the findings? 3. What will the results mean to the practicing educator? 4. Will results influence programs, methods, and/or interventions? 5. Will results contribute to the solution of educational problems? 6. Will results influence educational policy decisions? 7. What will be improved or changed as a result of the proposed research? 8. How will results of the study be implemented, and what innovations will come about? IX. References A. Follow APA guidelines regarding use of references in text and in the reference list. Of course, your committee or discipline may require Chicago or MLA. B. Only references cited in the text are included in the reference list; however, exceptions can be found to this rule. For example, committees may require evidence that you are familiar with a broader spectrum of literature than that immediately relevant to your research. In such instances, the reference list may be called a bibliography. C. Some committees require that reference lists and/or bibliographies be “annotated,” which is to say that each entry be accompanied by a brief description, or an abstract. Check with your committee Chair before the fact. Appendixes The need for complete documentation generally dictates the inclusion of appropriate appendixes in proposals (although this is generally not the case as regards conference proposals). The following materials are appropriate for an appendix. Consult with your committee Chair. Verbatim instructions to participants. Original scales or questionnaires. If an instrument is copyrighted, permission in writing to reproduce the instrument from the copyright holder or proof of purchase of the instrument. Interview protocols. Sample of informed consent forms. Cover letters sent to appropriate stakeholders. Official letters of permission to conduct research. References American Psychological Association (APA). (2001). Publication manual of the American Psychological Association (Fourth edition). Washington, DC: Author. Armstrong, R. L. (1974). Hypotheses: Why? When? How? Phi Delta Kappan, 54, 213-214. Creswell, J. W. (1994). Research design: Qualitative & quantitative approaches. Thousand Oaks, CA: Sage. Guba, E. G. (1961, April). Elements of a proposal. Paper presented at the UCEA meeting, Chapel Hill, NC. Fraenkel, J. R. & Wallen, N. E. (1990). How to design and evaluate research in education. New York: McGraw-Hill. Kerlinger, F. N. (1979). Behavioral research: A conceptual approach. New York: Holt, Rinehart, & Winston. Krathwohl, D. R. (1988). How to prepare a research proposal: Guidelines for funding and dissertations in the social and behavioral sciences. Syracuse, NY: Syracuse University Press. Locke, L. F., Spirduso, W. W., & Silverman, S. J. (1987). Proposals that work: A guide for planning dissertations and grant proposals (2nd ed.). Newbury Park, CA: Sage. Marshall, C., & Rossman, G. B. (1989). Designing qualitative research: Newbury Park, CA: Sage. Shavelson, R. J. (1988). Statistical reasoning for the behavioral sciences (second edition). Boston: Allyn and Bacon. Wiersma, W. (1995). Research methods in education: An introduction (Sixth edition). Boston: Allyn and Bacon. Wilkinson, A. M. (1991). The scientist’s handbook for writing papers and dissertations. Englewood Cliffs, NJ: Prentice Hall. How to cite this web page: Pajares, F. (2007). Elements of a proposal. Retrieved from http://des.emory.edu/mfp/proposal.html Plan of Action Form Directions: Use the space provided to describe your proposed plan of action Topic: (the topic your Boolean search explored) The Effectiveness of Cognitive Behavioral Therapy (CBT) as an Intervention for Student diagnosed with Anxiety. Aim and Objective - The aim of a research project is usually a fairly general, high level statement of what it is that you wish to explore, while the objectives are more specific or focused questions that will address different aspects of the aim. AIM: The aim of this study is to explore the Effectiveness of CBT as an Intervention of Middle/High/Elementary Student diagnosed with Anxiety. OBJECTIVES: · Are middle/high/elementary students more aware of triggers/coping skills after engaging in CBT Intervention. Client Population: (what client population would this information benefit- e.g. k-12 students with bx diagnosis or substance abuse client) Adolescent students diagnosed with anxiety disorder. This topic is most suitable for this population because anxiety disorders are developed during this stage of life. Randomized clinical trials indicate that approximately two-thirds of children treated with CBT will be free of their primary diagnosis at posttreatment (Seligman & Ollendick, 2011). Therefore, it is important to understand the effectiveness of CBT as an intervention. Peer-reviewed Articles from Boolean Search: (i.e. list the title and attach the link for the three current, peer-reviewed articles from ERIC or a similar counseling-related database) Clinical Practice Guideline for the Assessment and Treatment of Children and Adolescents with Anxiety Disorders https://www.jaacap.org/article/S0890-8567(20)30280-X/fulltext Potential mechanisms of change in cognitive behavioral therapy for childhood anxiety: A meta-analysis. https://eds.b.ebscohost.com/eds/detail/detail?vid=21&sid=7a860352-95dd-4d2b-8ab2-a785592cb4d4%40pdc-v-sessmgr02&bdata=JkF1dGhUeXBlPWlwLHNoaWImc2l0ZT1lZHMtbGl2ZSZzY29wZT1zaXRl#AN=33225527&db=mnh Guided Internet-based Cognitive Behavioral Therapy for Adolescent Anxiety: Predictors of Treatment Response https://eds.b.ebscohost.com/eds/detail/detail?vid=35&sid=7a860352-95dd-4d2b-8ab2-a785592cb4d4%40pdc-v-sessmgr02&bdata=JkF1dGhUeXBlPWlwLHNoaWImc2l0ZT1lZHMtbGl2ZSZzY29wZT1zaXRl#AN=edsdoj.52a036d3b3cd4bf0b846c532bc573c80&db=edsdoj Cognitive Behavioral Therapy for Anxiety Disorders in Youth https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3091167/ Seligman, L. D., & Ollendick, T. H. (2011). Cognitive-behavioral therapy for anxiety disorders in youth. Child and adolescent psychiatric clinics of North America, 20(2), 217–238. https://doi.org/10.1016/j.chc.2011.01.003 Evidence Based Intervention) i.e. What evidence-based intervention can be used to address the identified problem?): Cognitive Behavioral Therapy and exposure therapy Justification/Importance: Why is this proposed research needed? How will it add to the knowledge base in your discipline (i.e. school counseling)? This proposed research is needed due to the increase rate of the current pandemic which includes but is not limited to increase divorce rates, increase death rates, increased rate of abuse and neglect at home, etc. This will allow for further understanding on how to successfully provide interventions for those students with an anxiety disorder. Briefly describe the steps you will take to conduct your research: - include method of research (qualitative, quantitative or mixed method) and how participants from client population identified above will be recruited and ethical considerations such as obtaining informed consent if applicable. My method would entail an evidence based method. My recruitment would be based off adolescent students with 504 plans using a stratified sampling method. Some ethical considerations would be obtaining informed consent, confidentiality, supporting student development, and protecting student’s rights. Feedback for Article Summary Rubric Name: Research Article Summary (1-3) This table lists criteria and criteria group names in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method. You can give feedback on each criterion by tabbing to the add feedback buttons in the table. Criteria Exemplary Accomplished Developing Criterion Score Article Summary 15 points Article summary is accurate, well organized, coherent and well written. Includes main idea/most important points of article. Focuses on details, not personal opinions 10 points Summary is reasonably accurate (some minor errors); may include some personal opinions. 5 points Summary is inaccurate, missing main ideas/points; includes personal opinions. Score of Article Summary,10 / 15Criterion score has been overridden Criterion Feedback Article 1: The dependent variables for the study would be sixty-five adolescents (13–17 years) with anxiety disorders according to DSM-IV received 14 weeks of therapist-guided ICBT (Luo & McAloon, 2021). - a dependent variable is the variable being affected or influenced in the study. For example it the student sought to fine how sleep (independent variable affects anxiety levels (dependent variable) Article 3: The hypothesis was whether CBT and SSRI are effective treatments for adolescents with anxiety. - An hypothesis is s statement outcome. This seems to be more of the purpose or aim The research design used was a sampling of adolescents who meet certain criteria including age, diagnosis, etc. - research design is either qualitative, quantitative, mixed methods etc. Here you referred to the sample of participants. The variables of interest were the adolescent children between 3 and 18 years of age who have been diagnosed with anxiety. And the children were considered as the dependent variables - Please refer to the book to familiarize yourself with dependent and independent variables. No article screenshot provided Critically analysis of the basic components of research: 45 points Thorough analysis of all components: purpose, research question, hypothesis, research design, variables of interest (independent and dependent), selection/sampling, instrument(s), data collection, data analysis, research findings, ethical and multicultural considerations, strength and limitations, implications for practice, and implications for future research. 30 points Most component is critically analyzed: purpose, research question, hypothesis, research design, variables of interest (independent and dependent), selection/sampling, instrument(s), data collection, data analysis, research findings, ethical and multicultural considerations, strength and limitations, implications for practice, and implications for future research. 25 points Critical details missing for multiple components: purpose, research question, hypothesis, research design, variables of interest (independent and dependent), selection/sampling, instrument(s), data collection, data analysis, research findings, ethical and multicultural considerations, strength and limitations, implications for practice, and implications for future research. Score of Critically analysis of the basic components of research:,35 / 45Criterion score has been overridden Mechanics, Article choice Appearance, and Formatting 15 points Article selection is current (within 5 years). Article follows APA format. No grammar/spelling errors. All sections in order and well-formatted. 10 points Article is outdated (6-10 years old), a few (1-2) errors in APA format. Occasional grammar/spelling errors (less than 3), generally readable with some rough spots in writing style. 5 points Article is outdated (more than 10 years old). Frequent errors in APA format (more than 2). Frequent grammar and/or spelling errors (more than 4), Organization poor, sloppy formatting. Score of Mechanics, Article choice Appearance, and Formatting,15 / 15Criterion score has been overridden Rubric Total Score Total Score of Research Article Summary (1-3),60 / 75The overall rubric score has been overridden. The score will no longer update based on changes to the rubric. Overall Score Overall Score Exemplary 68 - 75 - Grade A Accomplished 60 - 67 - Grade B Developing 0- 59- Below Grade B Score 60 / 75 - B Feedback Date Sep 14, 2021 11:15 AM Assignment Article Summary Submission ID Submission(s) Date Submitted 26955397 Articles Summaries Kelly, M.docx (18.69 KB) Sep 7, 2021 11:16 PM ARTICLES SUMMARIES 3 Articles Summaries Melissa Kelly Albany State University COUN5620 Research and Program Evaluation Dr. Calder September 7, 2021 Articles Summary Guided internet-based cognitive behavioral therapy for adolescent anxiety: Predictors of treatment response From the article, the main purpose of the research was to examine guided internet-based cognitive behavioral therapy for adolescent anxiety and whether it works effectively in reducing the symptoms of anxiety in adolescences that have an anxiety disorder. Some of the questions that were asked included; does gender affect internet-based cognitive behavioral therapy? Also, do the symptoms vary from one adolescent to the other, or are they the same? The hypothesis that emerged from the research was as follows; the higher baseline symptom severity, higher age (within the range 13 to 17), more completed modules, as well as higher therapeutic alliance scores would predict larger improvements, while more baseline depressive symptoms, a primary diagnosis of SoP, and low computer comfortability would predict less improvement (Luo & McAloon, 2021). The dependent variables for the study would be sixty-five adolescents (13–17 years) with anxiety disorders according to DSM-IV received 14 weeks of therapist-guided ICBT (Luo & McAloon, 2021). The research findings are that higher levels of self-and clinician-rated baseline anxiety and self-rated depressive symptoms, female gender, and higher levels of computer comfortability were associated with increased treatment response. None of the hypothesized therapeutic process variables were shown to be effective in predicting treatment response. The strength of the study was the use of psychometrically strong and validated assessment instruments, low attrition rates, and one-year FU (Luo & McAloon, 2021). To the best of our knowledge, it is the first trial specifically aimed at identifying predictors of ICBT treatment response for adolescents with anxiety disorders (Luo & McAloon, 2021). The limitation of the research was the limited research on the age of onset, gender, and degree of parent and therapist support as candidate predictors, these analyses were considered exploratory (Luo & McAloon, 2021). The future research will aim and focus on internet-based cognitive behavioral therapy for adults. Child−Parent Interventions for Childhood Anxiety Disorders: A Systematic Review and Meta-Analysis From the article, the main purpose of the research of Child–Parent Interventions for Childhood Anxiety Disorders is to examine the differential effect on anxiety outcomes of child–parent interventions compared to child-focused interventions for children with anxiety disorders. The researchers also looked at the effects of direct child–parent therapies versus child-focused interventions on anxiety outcomes in children with anxiety disorders. The research questions include; Are child–parent interventions more effective than interventions involving solely the child in decreasing anxiety for children with anxiety disorders? And are there differences in the magnitude of effects by type of child–parent intervention? A systematic review methodology was used to search, select, and extract data from studies examining the effects of child–parent interventions against child-focused interventions. The data analysis composed is that the overall mean effect of parent–child interventions was 0.26, 95% confidence interval [0.05, 0.47], p < .05, a small but positive and significant effect, favoring child–parent interventions. Also from the study, the statistical analysis was designed to produce descriptive information on the characteristics of the included studies, the effect size of each intervention on anxiety outcomes, the grand mean effect size, and the heterogeneity of effect sizes around the mean. The findings of the research were that Meta-analytic results revealed a small but overall positive and significant effect of parent–child interventions compared to child-focused individual or group interventions (Stjerneklar et al., 2019). The strength of the research was a comprehensive and systematic search strategy was conducted in an attempt to identify and retrieve all relevant published and unpublished studies meeting inclusion criteria. Future research could assess and report on implementation issues, intervention fidelity, and the cost and benefit of interventions to help clinicians, organizations, and clients make well-informed decisions about treatment (Stjerneklar et al., 2019). Clinical Practice Guideline for the Assessment and Treatment of Children and Adolescents with Anxiety Disorders From the article, the main purpose of the research was to compile scientifically supported recommendations for the psychosocial and psychopharmacologic treatment of anxiety. Another purpose is to compile expert-based recommendations for assessing anxiety as part of treatment and implementing empirically based treatments in clinical practice. The research question from the article was how CBT and SSRI are safe and effective treatments? How can anxiety disorders be assessed for determining treatment? The hypothesis was whether CBT and SSRI are effective treatments for adolescents with anxiety. The research design used was a sampling of adolescents who meet certain criteria including age, diagnosis, etc. The variables of interest were the adolescent children between 3 and 18 years of age who have been diagnosed with anxiety. And the children were considered as the dependent variables. The findings suggested that CBT and SSRI have considerable empirical support as safe and effective short-term treatments for anxiety in children and adolescents (Walter et al., 2020). The findings of the research were that children who received the combination of the two treatments had a more effective treatment than if the two treatments were done separately. The strength of the study is that a foundation for new knowledge was laid by learning the effectiveness of the combination of treatments. The limitation is that the professional judgment could be biased and a small sampling of evidence. The future research will look at and examine the different treatments available for effectiveness in helping adolescents with anxiety disorders. References Luo, A., & McAloon, J. (2021). Potential mechanisms of change in cognitive behavioral therapy for childhood anxiety: A meta‐analysis. Depression and Anxiety, 38(2), 220-232. Stjerneklar, S., Hougaard, E., & Thastum, M. (2019). Guided internet-based cognitive behavioral therapy for adolescent anxiety: predictors of treatment response. Internet interventions, 15, 116-125. Walter, H. J., Bukstein, O. G., Abright, A. R., Keable, H., Ramtekkar, U., Ripperger-Suhler, J., & Rockhill, C. (2020). Clinical practice guideline for the assessment and treatment of children and adolescents with anxiety disorders. Journal of the American Academy of Child & Adolescent Psychiatry, 59(10), 1107-1124. Running Header: ANNOTATED BIBLIOGRAPHY 1 ANNOTATED BIBLIOGRAPHY 6 Annotated Bibliography Melissa Kelly Albany State University COUN5620 Research and Program Evaluation Dr. Calder September 20, 2021 Annotated Bibliography Luo, A., & McAloon, J. (2021). Potential mechanisms of change in cognitive behavioral therapy for childhood anxiety: A meta‐analysis. Depression and Anxiety, 38(2), 220-232.The need to address the agitation that adolescents experience has facilitated research into their cognitive behaviors. For example, the article has considered guided cognitive behavioral therapy. Thus, the therapy was effective in reducing anxiety symptoms in adolescents suffering from an anxiety disorder. The author found that higher levels of self-rated and clinically assessed anxiety symptoms and self-rated depressive symptoms, female gender, and higher levels of computer literacy were associated with better treatment response. Thus, the authors considered that none of the hypothesized variables of the therapeutic process proved effective in predicting treatment outcomes. This has brought to light the personality needed to ensure that the anxiety among the children is controls to manageable levels. It could also provide the basis through which future problems arising from the anxiety could be tackled and addressed with ease. Stjerneklar, S., Hougaard, E., & Thastum, M. (2019). Guided internet-based cognitive behavioral therapy for adolescent anxiety: predictors of treatment response. Internet interventions, 15, 116-125. Childhood anxiety has led to the need to conduct research. For example, prevention of childhood anxiety disorders through parent-child interventions compared to child-centered interventions for children with anxiety disorders can be examined. The article also noted the effects of direct parent-child therapies compared with child-centered interventions on outcomes for children with anxiety disorders. Therefore, it is clear that Stjerneklar’s aim is to provide the results of the meta-analysis showed a small but overall positive and significant effect of parent-child interventions compared to child-centered individual or group interventions (Stjerneklar et al., 2019). The authors relied on a comprehensive and systematic search strategy to identify and locate all relevant published and unpublished studies that met inclusion criteria. Aging requires appropriate attention because it involves various changes in the stage of a person's life. The quest to understand the changes in the body makes it complicated to a greater extent. This suggests that doctors should facilitate physiological treatment that will help them understand the changes in their bodies. Walter, H. J., Bukstein, O. G., Abright, A. R., Keable, H., Ramtekkar, U., Ripperger-Suhler, J., & Rockhill, C. (2020). Clinical practice guideline for the assessment and treatment of children and adolescents with anxiety disorders. Journal of the American Academy of Child & Adolescent Psychiatry, 59(10), 1107-1124 The main reason that led the researcher to engage in the research is the engagement and assessment of children suffering from an anxiety disorder. That is, the recommendations have been shown to be scientific and could be used to support psychosocial and psychopharmacological treatment of anxiety. Another goal is to compile expert-based recommendations for the assessment of anxiety as part of treatment and the implementation of empirically-based treatments in clinical practice. Thus, it is clear that the proposed CBT and SSRI are well established empirically as safe and effective short-term treatments for anxiety in children and adolescents (Walter et al., 2020). The research results showed that children who received a combination of the two treatments experienced more effective treatment than when the two treatments were administered separately. The strength of the study is that a foundation for new knowledge was laid through the findings on the effectiveness of combining treatments. The limitation is that professional judgment may be biased and that it is a small sample of evidence. Future research will look at the different treatments available and examine their effectiveness in treating adolescents with anxiety disorders. Anna , M., Robert , K. & Jonathan , R. C., 2018. The impact of treatment delivery format on response to cognitive behaviour therapy for preadolescent children with anxiety disorders. Journal of Child Psychology and Psychiatry, 59(7), pp. 763-772. The article focuses on the underlying problem is one that the clinician finds the most exhausting of the many psychological discoveries of the adolescent. In this study, "family/parental CBT" was presented as a treatment with direct gatekeeper involvement. Anna aimed to illustrate that in some models the whole family was involved, in others the gatekeepers were available for joint or separate sessions, and in most cases the gatekeepers were co-therapists. Sympathetically, although there were cases in the Genes for Treatment dataset that participated in PC/Web CBT, and some adolescents with other underlying issues. They were present at low frequency in the data set and were therefore excluded from the evaluation. Jon , F. . B. & Krister , W. F., 2016. Competence and Adherence Scale for Cognitive Behavioral Therapy (CAS-CBT) for anxiety disorders in youth: Psychometric properties.. Psychological Assessment, 28(8), p. 908. This article focuses on the assessment of the psychometric properties of the Competence and Adherence to Cognitive Behavioral Therapy (CAS-CBT) scale. The CAS-CBT scale is an eleven-item scale developed to measure adherence and competence to behavioral therapy (CBT) for anxiety in adolescents. In a randomized controlled feasibility study involving adolescents. Jon aimed to analyze mixed anxiety problems, to identify and examine inter-item relationships, intra-item consistency and factor structure. Internal consistency was acceptable. Factor analysis recommended a two-factor design, with factors relating to the CBT construct and goal attainment. Krister , W. F., Wendy , N. & Tina , D. J., 2017. Mothers’ and fathers’ internalizing symptoms influence parental ratings of adolescent anxiety symptoms.. Journal of Family Psychology, 31(7), p. 939. This article focuses on Clinical examination of anxiety in adolescents most commonly involves a variety of sources, and parental masking has been found to influence adolescents' ratings of the incidental effects of anxiety. Krister aimed to examine how the side effects of parental masking were related to adolescents' and parents' reports of adolescent distress symptoms in a cross-sectional review based on the general population. Higher maternal anxiety and fear ratings, similar to caregiver stress ratings, but not paternal anxiety side effects, were associated with lower parental and adolescent adult admissions of adolescent pressure symptoms, for example, higher parental ratings near adolescent adult ratings. Seligman, L. D., & Ollendick, T. H. (2011). Cognitive-behavioral therapy for anxiety disorders in youth. Child and adolescent psychiatric clinics of North America, 20(2), 217 238. https://doi.org/10.1016/j.chc.2011.01.003 . The article discusses the fact that anxiety problems are the most common class of problems in children and adolescents and that a significant number of individuals who develop an anxiety problem do so in late preadolescence or early adulthood. Seligman attempts to legitimize why anxiety and worry can be adaptive and developmentally appropriate; clinical levels of anxiety and pressure can cause tremendous distress for adolescents and their families and likely impair academic and social functioning. References Anna , M., Robert , K. & Jonathan , R. C., 2018. The impact of treatment delivery format on response to cognitive behaviour therapy for preadolescent children with anxiety disorders. Journal of Child Psychology and Psychiatry, 59(7), pp. 763-772. Jon , F. . B. & Krister , W. F., 2016. Competence and Adherence Scale for Cognitive Behavioral Therapy (CAS-CBT) for anxiety disorders in youth: Psychometric properties.. Psychological Assessment, 28(8), p. 908. Krister , W. F., Wendy , N. & Tina , D. J., 2017. Mothers’ and fathers’ internalizing symptoms influence parental ratings of adolescent anxiety symptoms.. Journal of Family Psychology, 31(7), p. 939. Luo, A., & McAloon, J. (2021). Potential mechanisms of change in cognitive behavioral therapy for childhood anxiety: A meta‐analysis. Depression and Anxiety, 38(2), 220-232. Stjerneklar, S., Hougaard, E., & Thastum, M. (2019). Guided internet-based cognitive behavioral therapy for adolescent anxiety: predictors of treatment response. Internet interventions, 15, 116-125. Walter, H. J., Bukstein, O. G., Abright, A. R., Keable, H., Ramtekkar, U., Ripperger- Suhler, J., & Rockhill, C. (2020). Clinical practice guideline for the assessment and treatment of children and adolescents with anxiety disorders. Journal of the American Academy of Child & Adolescent Psychiatry, 59(10), 1107-1124 MINI ASSIGNMENT 1 2 The Effectiveness of Cognitive Behavioral Therapy (CBT) as an Intervention for Student diagnosed with Anxiety Melissa Kelly Albany State University COUN5620 Research and Program Evaluation for Counselors Dr. Claudia Calder September 26, 2021  Introduction Anxiety, a common disorder in children and adolescents, results in substantial and persistent fear of one or more social and performance positions. The condition impairs one social functioning, reduces peer relationships, leading to social skills deficits and comorbid psychological illnesses. Individuals, particularly students with anxiety disorder, often have few and poor quality relationships and impaired relationships. According to research, anxiety often impairs student’s emotional development and social functioning (Luo & McAloon, 2021). Surprisingly, most people suffering from this condition are rarely recognized as most do not seek treatment due to few psychotherapeutic involvements focused on the student anxiety disorder. Cognitive-behavioral therapy has proved an effective treatment for fluctuating involuntary thinking processes, self-criticism, and behavioral patterns that cause depression and anxiety. Various studies imply that CBT is leading to significant development in quality and working of life. In many studies, CBT has been recognized to be as functioning as, or very effective as, other methods of mental therapy. According to AACAP, cognitive-behavioral therapy (CBT) is obtainable to patients 6 to 18 years old with social nervousness, widespread anxiety, parting anxiety, detailed phobia, or panic illness. CBT highlights cognitive, social, and physiologic procedures that lead to and maintain anxiety signs; these courses are well-educated and purpose in a social setting (Luo & McAloon, 2021). CBT encourages family-directed interventions that help improve parent-child relations, strengthen family problem-solving and communication skills, minimize parental worry, and foster anxiety-reducing childcare skills frequently add-on individual treatment. Additionally, young individuals exposed to the cognitive-behavioral method have a high quality of life about well-being and comfort and lower anxiety levels. The cognitive-behavioral intervention had an affirmative result on supporting reduced anxiety levels. A previous study noted that the usefulness of cognitive-behavioral intervention enhanced the mental health of individuals (Stjerneklar et al., 2019). On the same note, research more has designated that cognitive-behavioral involvement assisted in treating youths with anxiety symptoms. Statement of the problem Globally, anxiety is the most common disorder affecting approximately 10 % of youths. If the condition is not treated, it leads to persistent challenges and permanent effects on general development, social functioning, and educational achievements. Cognitive-behavioral therapy has proved to be an effective treatment in reducing anxiety symptoms. According to research, only about 25% of the youth with an anxiety disorder receive treatment due to limited accessibility of healthcare services. Youths are particularly reluctant to seek treatment due to various healthcare barriers, including cost, confidentiality, and the fear of social stigma. Cognitive-behavioral intervention helps in restoring automatic thinking, behavior pattern, self-criticism, which causes depression and anxiety. The therapy has proved to be an effective technique as it improves people's mental health, especially those with depressive symptoms. A follow-up investigation has established that cognitive-behavioral interventions have long-term effectiveness and positive clinical impact in lessening the severity of anxiety symptoms. Nonetheless, there is limited research about the role of cognitive-behavioral therapy in improving anxiety indicators. Furthermore, medical providers' early identification, assessment, and treatment of anxiety illnesses significantly affect both an individual and public health problem of mental disease amongst children and youths. Purpose of the Study  The study's purpose is to examine the effectiveness of Cognitive-Behavioral Therapy as an intervention for students diagnosed with the disorder. The aim of this study is to explore the effectiveness of Cognitive-Behavioral Therapy as an intervention of Middle/High/Elementary students diagnosed with anxiety. The objective is determining if Middle/High/Elementary students are more aware of triggers/coping skills after engaging in CBT intervention. Significance of the research             The study will assess the effectiveness of cognitive-behavioral therapy in the treatment of anxiety disorders and in altering automatic thoughts, self-criticism, and behavior patterns that cause anxiety. According to research, the cognitive-behavioral intervention has been confirmed and revealed as an effective technique in improving the mental health of individuals with anxiety symptoms in different countries globally (Stjerneklar et al., 2019). Additional studies established that cognitive-behavioral intervention upholds its long-standing efficacy in lessening the severity of anxiety symptoms. Scholars have also reported the permanent positive clinical significance of cognitive-behavioral intervention in treating depression and anxiety (Stjerneklar et al.,2019). Therefore, this study will contribute to the scientific record by detailing the importance of cognitive-behavioral therapy on reducing stress among youths, especially students diagnosed with the condition.  Based on the study results, cognitive-behavioral therapists will be able to help students identify how anxiety and depressing contemplations can be controlled and managed. This will aid in identifying, challenging, and adjusting depression and anxiety-related indicators.  Due to the efficiency of cognitive-behavioral therapy, the government can use the study results to help students by financing school-based cognitive-behavioral involvement programs precisely intended to decrease anxiety symptoms. This can assist students in pacifying their rational and automatic thinking. Equally, the research will result in enhanced evidence-based treatment as effective treatment results are based partly upon the accuracy of the analysis, the medical formulation's complexity, and the treatment plan's extent. Further, CBT emphasizes assisting persons in learning to be their counselors, which entails helping individuals develop coping skills to learn how to change their personalized reasoning deals with problematic behaviors and emotions (Walter et al., 2020). Students exhibiting anxiety symptoms are susceptible to various disorders, health difficulties, drug and substance abuse, and poor academic accomplishment. Notwithstanding the commonness of anxiety disorders amongst students, very few receive treatment of anxiety symptoms; hence, the study is very impactful as it will increase the likelihood of students receiving treatment. References Luo, A., & McAloon, J. (2021). Potential mechanisms of change in cognitive behavioral therapy for childhood anxiety: A meta‐analysis. Depression and Anxiety, 38(2), 220-232 Stjerneklar, S., Hougaard, E., & Thastum, M. (2019). Guided internet-based cognitive behavioral therapy for adolescent anxiety: predictors of treatment response. Internet interventions, 15, 116-125. Walter, H. J., Bukstein, O. G., Abright, A. R., Keable, H., Ramtekkar, U., Ripperger-Suhler, J., & Rockhill, C. (2020). Clinical practice guideline for the assessment and treatment of children and adolescents with anxiety disorders. Journal of the American Academy of Child & Adolescent Psychiatry, 59(10), 1107-1124