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Analysis and Results Department of Social Work, Chamberlain University MSW 515: Advanced Social Work Research Dr. Lewis October 10th, 2021 Introduction The Intent of the Articles chosen is on Alcohol addiction and its health problem in the United States. According to statistics, 1 in every 13 Americans abuses alcohol or experience alcohol addiction. The number translates to 14 million Americans. The statistics show that alcohol is a noteworthy crisis in the U.S... The value of life in people with alcohol use disorders is lower than the overall population; the amount of alcohol used is inversely related to the quality of life. Articles: Article I - Quality of life and pain perception in alcohol dependence: Article II - Predictive factors of alcohol abuse and addiction in Mexican adolescents Article III- Relative frequency of heavy drinking and the risk of alcohol dependence Article IV- The Effectiveness of the What Do You Drink Web-based Brief Alcohol Intervention in Reducing Heavy Drinking among Students Study and Design Article I, II, III, IV Significant details are provided for the procedure. The procedure was also written clearly; it also had a logical flow of all steps clearly stated. Analysis I: The research data was assessed using the SPSS 15.0 software package. The Chi-square test was executed for qualitative data, and the standard distribution fitness test was performed for quantitative data. One-way analysis of variance (ANOVA) achieved for variables with normal distribution, and the Mann– Whitney U and Kruskal–Wallis tests were used for those with non-normal distribution. The relationship among variables was examined using Spearmans correlation test. The statistical significance level is accepted as p < .05. After being informed about the study, the participants gave written informed consent. Article II: a cross-sectional survey based on correlation with an ex post facto design was utilized. Scale of definite expectations of alcohol consumption. Set of 7 items with Likert-type questions assessing potentials such as: drinking alcohol makes me feel calm, be happier when I am with other people, and have more fun at parties, among others, Indicators related to the Theory of Planned Behavior by Ajzen. Set of four Likert-type questions evaluating three indicators: Article III: The relative frequency measure is thus a proportion, ranging in value from 0 to 1. In the logistic modeling process, a cube-root transform was applied to lineralize this variables relationship Article IV: A Two-arm Parallel-Group Randomized Controlled Trial Heavy drinking was analyzed as a dichotomous measure with 0 = no heavy drinking and 1 - heavy drinking. Alcohol Use Disorder Identification Test (AUDIT) is applied to measure problem drinking. Controls Articles I, II, III, IV Controls ensure internal validity, controls were adequate, Article I: Exclusion criteria for the relative group were defined as: using alcohol or drug, having psychosis or organic mental disorder, being illiterate, and having sensory problems in a neurologic examination. The exclusion criteria for the control group were defined as current use of alcohol or drugs, having psychosis or organic mental disorder, being illiterate, sensory problems in a neurologic examination, and having a first-degree relative with alcohol use disorder. Article II: Personal norm. Self-perception of the person. This was assessed by the question evaluating how much he or she agrees with the idea that drinking alcohol can have a damaging effect on ones life and perceived behavioral control. This calculates how easy or difficult it is to lose track of how much one has drunk and the ability to control the amount of alcohol consumed, explored through two items, set of five questions exploring alcohol consumption in the past 12 months, the past 30 days, intake of three or more glasses per occasion, and age at drinking onset. Alcohol Use Disorders Identification Test (AUDIT). Article III: The scale entails ten items with scores ranging from 0 to 40. Subscales of the AUDIT comprise sensible drinking (0-7), hazardous drinking (8-15), harmful drinking (16-19), and dependent drinking (20-40). An AUDIT score >8 is indicative of problem drinking. However, an AUDIT score of >16 was assumed as a valid cut-off score in our heavy drinking student population. Article IV: Heavy drinking was defined as consuming >21 glasses of standard alcohol units per week and/or five or more glasses standard alcohol units at a single occasion (binge drinking) at least 1 day per week for males and females consuming more than 14 glasses of standard alcohol units per week and/or five or more glasses of standard alcohol units at a single occasion (binge drinking) at least 1 day per week. Analysis Articles I, II, III, IV Data is well organized, Statistical method used for analysis is appropriate for research questions. Article I: The research data were evaluated using the SPSS 15.0 software package. The Chi-square test was performed for qualitative data, and the normal distribution fitness test was performed for quantitative data; one-way analysis variance (ANOVA) was performed for variables with normal distribution, and the Mann– Whitney U and Kruskal–Wallis test was used for those with non-normal distribution. The relationship among variables was examined using Spearmans correlation test. Statistical significance level accepted as p < .05. Article II A descriptive analysis was used to describe the study variables. Comparative tests were undertaken to detect the possible differences between sex and consumption patterns in each of the variables studied through Students t, Chi-square, and/or ANOVA of one or two factors according to the case. Moreover, the psychometric quality of the scales used with Cronbachs alpha (reliability) and factor analysis (validity) was evaluated. The analysis was conducted using IBM SPSS v18.0 software. Article III: The analysis consisted of three pans. First, the relative rate of recurrence of heavy drinking was projected for the complete sample of present drinkers and within groups of average everyday ethanol intake. Second, the prevalent past-year alcohol dependence was projected within categories of the relative frequency of heavy drinking and average daily ethanol intake. Finally, the adjusted effects of the consumption measures were estimated by means of a logistic regression model that controlled for the contradictory effects of various sociodemographic factors. The modeling process also tested for interactions between average daily intake and relative frequency of heavy drinking and for interactions between each of these consumption measures and the various sociodemographic factors. Article IV: Weekly alcohol consumption was analyzed as a continuous measure. Therefore, the harmful and dependent drinking subscales were merged and recoded into dichotomous variables with 0=no problem drinking (AUDIT scores of 0-15) and 1 = problem drinking (AUDIT scores of 16-40). Results Articles I, II, III, IV Tables and Graphs clearly are labeled. Tables and Graphs complement the test. Article: I The sociodemographic information of the sample group is shown in Table 1. There was no statistically significant difference between the study groups in terms of age (p > .05). A total of 27 women and 123 men were included in the study; the number of men and women was equal in all three groups (p > .05) in order not to affect the results. Article II: A significantly larger proportion of women mentioned that they had drunk at least one glass of alcohol in the 12 months prior to the survey and the past 30 days (Table 1). Of those who reported that they had drunk alcohol during the past year and month, nearly 90\% had drunk three or more glasses per occasion, with no significant differences being found by sex (Table 2). The diagnostic characteristics obtained through the AUDIT showed a reasonably similar proportion between male and female nondrinkers/occasional drinkers and abusers. However, there is a slightly higher proportion of dependent men (Table 3). Positive expectations of alcohol consumption, by sex and consumption pattern. Article III: Graphs (Table 1). Another 21\% drank 5 + drinks less than 10\% of the time, that is, on less than 10\% of their total drinking occasions. Only 9\% drank 5 + drinks half of the time or more often, and most of these (7\%) drank 5 + drinks on 75\% or more of their drinking occasions. As Table 1 indicates, the relative frequency of heavy drinking varied according to average daily ethanol intake. For example, the proportion of drinkers who drank 5 + drinks 75\% of the time or more often rose from 1\% of those consuming a daily average of less than 0.10 ounces of ethanol to 42\% of those drinking 3.00 ounces or more. Article IV: Analyses according to the intention-to-treat principle revealed no significant main intervention results in reducing the alcohol methods at the follow-up assessments. Secondary analyses revealed that gender, first-year students, and fraternity or sorority participants did not average the effect of the WDYD intervention at both follow-ups. Willingness to change, problem drinking, and carnival participation moderated intervention effects such that contemplators, those with serious symptoms of alcohol abuse or dependence, and those who participated in carnival benefited more than others from the WDYD intervention concerning weekly alcohol-consuming at 1-month follow-up Discussion Articles: I, II, III,IV Discussion clearly flow with data, discussion place the study findings in context with what is known already, If a Theoretical or conceptual nature of the findings discussed. Article: No relationship between pain and addiction level (e.g., duration of addiction, the number of treatments) was found in our study. The analgesic effect of alcohol and pain sensitivity in alcohol withdrawal is well known. Finally, we found high pain tolerance in patients with alcohol dependence in objective measurement, which makes an important contribution to the literature in this field. Nevertheless, it is still not possible to explain why pain tolerance in alcohol dependence is high Article II: In addition to gender-related risks, those associated with age should also be taken into account; adolescence constitutes a biological and psychological period that is more susceptible to the development of dependency and other problems related to alcohol use, making this population group doubly vulnerable. Article III: This study found a negative interaction between the relative frequency measure and male gender. The similar magnitudes and opposing signs of the coefficients for this interaction (6 = - 0.445) and the individual effect of male gender (b = 0.600) indicate that as the relative frequency of heavy drinking approaches one, the odds of dependence for men and women converge. Article IV: The WDYD intervention did not effectively reduce the alcohol measures among heavy drinking students at 1- and 6-month post-intervention. However, there is initial evidence that the WDYD intervention is active in lowering drinking levels for subgroups of excessive drinking students in the short term. What Do You Drink (WDYD? References Deborah A. Davison & Loran D. Archer & CLARK, W. B. (Eds) Alcohol America: Drinking Practices and Problems, (Albany, NY, State University New York Press). Ekmekci Ertek, I., Taner, M. E., Nazik Yüksel, R., Ozan Kotan, V., & Göka, E. (2019). Quality of life and pain perception alcohol dependence: A comparative examination of patients, their relatives, healthy controls. Journal of Substance Use, 24(5), 514–519. https://doi.org/10.1080/14659891.2019.1612473 Rodríguez Kuri, S. E., Córdova, Alcaráz, J. C., & Fernández Cáceres, M. D. C. (2015). Estudio comparativo del proceso de inserción social en hombres y mujeres usuarios de drogas en rehabilitación. Health and Addictions/Salud Y Drogas, 15(1), 49–54. doi:10.21134/haaj.v15i1.222 Voogt, C. ., Poelen, E. A. ., Kleinjan, M., Lemmers, A. C. ., & Engels, R. C. M. . (2013). The effectiveness of the “What Do You Drink” web-based brief alcohol intervention in reducing heavy drinking students: two-arm parallel group randomized controlled trial. Alcohol and Alcoholism (Oxford), 48(3), 312–321. https://doi.org/10.1093/alcalc/ags133 Module 8 Assessment of Research, Evaluation and Intervention Development (Purpose) This final assignment will provide the opportunity for you to reflect on the analyses you have conducted in the three previous assignments. In considering the work you have done with the exemplar articles in the comparative analysis you will make conclusions on the best practice (INTERVENTION) to address the social problem that you selected in Assignment 1. Furthermore, youll draw conclusions on the overall development of interventions to address the social problem of issue and the state of evaluation as a tool to advance practice. Course Objectives · CO 1: Think critically about the use of hypothesis testing in the behavioral sciences. · CO 5: Coherently describe conclusions from a hypothesis test in written form. Requirements and Guidelines 1. Review the Course Outcomes for this assignment, which are listed above. 2. Using the previously selected four articles in analysis assignment in Module 2, write a paper that address key areas listed below. 3. You can use the questions under each criteria to complete the assignment. Review the Grading Criteria below for details on point distribution. 4. Please use APA format for both in-text citation and references. Assignment 8: Assessment of research and evaluation and intervention development Using the four evaluative articles that you have identified, and the assessments made in the three previous assignments, reflect on the following: EXTRA NOTES**** The final paper is the reflection...or formulating your own conclusions on evaluation and practice in your identified practice area (Alcohol Use) Again, thinking of the sample articles that you have selected as exemplars of what is provided for in the field,  Content wise, you’ll be thinking about the issue of practical vs. statistical significance in thinking about the results of a study.  You are writing about all 4 Articles Answer All 5 QUESTIONS 1. How well developed is the field of intervention to address the specific social problem that you have identified? How well developed Like was, CBT,12-Step used in the 4 Articles (Focus on the intervention for Alcohol use, You can also get information from internet concerning alcohol intervention)( 2. How well developed is the knowledge base related to the social problem that you have identified? Is the problem well defined (yes in practice The DSM-IV is often used, did Articles meet diagnostic knowledge base)? 3. How well developed is evaluation of intervention for the problem you have selected? ( were consistence measures used, look at Articles.. 4. How well is the problem, intervention, and evaluation/research sensitive to diverse populations? How the problem affects diverse population. 5. what are your thoughts on the sophistication of evaluation techniques that are used to judge effectiveness;  and what are your thoughts on the development of practice knowledge to address the problem that has been your focus.  Grading Criteria Your assignment will be graded based on following criteria: Criteria Points Description Discussion on the development of problem definition and measures/outcomes 30 How well developed is the literature in defining the problem and relevant outcomes for intervention? Discussion on the literature and diversity 30 How well does the literature address diversity in both defining and documenting the experience of the problem? Discussion on the development of the field of intervention to address the social problem. 30 How well developed are the methods of evaluation to assess intervention for the social problem? Discussion, including rationale, for the selection of best practice(s) in the field of intervention to address the social problem. 30 How well developed are the methods of evaluation to assess intervention for the social problem? Discussion on recommendations for practice 20 These questions essentially inquire into the validity and reliability of measures to assess outcome and the methodologies for data collection that are being used. Clarity of Writing 15 Communicate ideas clearly with proper grammar and spelling. APA Style 15 Follow APA rules of formatting. Total 100 A quality assignment will meet or exceed all of the above requirements. Rubric Assessment of Research, Evaluation and Intervention Development Criteria Ratings Pts This criterion is linked to a Learning Outcome Discussion on the development of problem definition and measures/ 30 pts Highest Level of performance Provides comprehensive analysis and rationale for ratings. 23 pts Very Good or High Level of Performance Partially provides analysis and rationale for the ratings. 17 pts Acceptable Level of Performance Provides analysis or rationale for rating that is somewhat complete. 0 pts Failing Level of Performance Provides incomplete narrative; analysis and rationale for rating is not apparent. 30 pts This criterion is linked to a Learning Outcome Discussion on the literature and diversity 30 pts Highest Level of performance Provides comprehensive analysis and rationale for ratings. 23 pts Very Good or High Level of Performance Partially provides analysis and rationale for the ratings. 17 pts Acceptable Level of Performance Provides analysis or rationale for rating that is somewhat complete. 0 pts Failing Level of Performance Provides incomplete narrative; analysis and rationale for rating is not apparent. 30 pts This criterion is linked to a Learning Outcome Discussion on the development of the field of intervention to address the social problem. 30 pts Highest Level of performance Provides comprehensive analysis and rationale for ratings. 23 pts Very Good or High Level of Performance Partially provides analysis and rationale for the ratings. 17 pts Acceptable Level of Performance Discussion on the development of the field of intervention to address the social problem. 0 pts Failing Level of Performance Provides incomplete narrative; analysis and rationale for rating is not apparent. 30 pts This criterion is linked to a Learning Outcome Discussion, including rationale, for the selection of best practice(s) in the field of intervention to address the social problem. 30 pts Highest Level of performance Provides comprehensive analysis and rationale for ratings. 23 pts Very Good or High Level of Performance Partially provides analysis and rationale for the ratings. 17 pts Acceptable Level of Performance Provides analysis or rationale for rating that is somewhat complete. 0 pts Failing Level of Performance Provides incomplete narrative; analysis and rationale for rating is not apparent. 30 pts This criterion is linked to a Learning Outcome Discussion on recommendations for practice 30 pts Highest Level of performance Provides robust recommendations for the practice. 23 pts Very Good or High Level of Performance Provides very good recommendations for the practice. 17 pts Acceptable Level of Performance Provides acceptable recommendations for the practice. 0 pts Failing Level of Performance Provides inaccurate or no recommendations for the practice. 30 pts This criterion is linked to a Learning Outcome Clarity of Writing and APA Style 15 pts Highest Level of performance Excellent use of standard English showing original thought. 11 pts Acceptable Level of Performance Some evidence of own expression and competent use of language. 11 pts Very Good or High Level of Performance Good evidence of own expression and competent use of language. 0 pts Failing Level of Performance Language needs significant development. Numerous spelling and/or grammar errors. 15 pts This criterion is linked to a Learning Outcome Clarity of Writing 15 pts Highest Level of performance APA format correct with no more than 1-2 minor errors. 13 pts Very Good or High Level of Performance 3-5 errors in APA format and/or 1-2 citations are missing. 11 pts Acceptable Level of Performance APA formatting contains multiple errors and/or several citations are missing. 0 pts Failing Level of Performance Language needs significant development. Numerous spelling and/or grammar errors.