(Student’s Full Name)
Project Format: Methodology
Part 1
a) The first hypothesis posed by the study is the “[p]erceived positive peer connectedness in school will predict a significant likelihood of classifying with nonproblematic behavior scores” (Merritt & Snyder, 2015, p. 486).
b) The second hypothesis posed by the study suggests that “[a]bove and beyond peer connectedness as a main predicting factor,” the “covariates” such as “increased social skills,” “decreased variant peer affiliation,” experience with “physical abuse,” the “absence of special needs,” “more reports of nonviolent discipline” and participation in extra-curricular activities will “predict nonproblematic behavior scores” (Merritt & Snyder, 2015, p. 486).
2. The participants of the study were children over 11 years old. The number of children who participated was 1,054. This number was chosen from a larger sample of 5, 872, who were aged “0 to 17.5 years,” and “receiving child protective services agency (CPS) funded services during a 15-month reference period immediately preceding study enrollment that began in February 2008” (Merritt & Snyder, 2015, p. 486). This decision was made by the researchers because they felt that the “nature of the inquiry” and the “measures” used were “restricted to children over 11 years old” (Merritt & Snyder, 2015, p. 486).
3. The instruments that were used to execute the study were “computer-assisted (CAI) method” of “interviewing” (Merritt & Snyder, 2015, p. 486). This method was chosen to allow “complex routings in questionnaires” and, thereby, “increasing accuracy in survey administration” (Merritt & Snyder, 2015, p. 486).
4. The study was conducted by querying “children, caregivers, and caseworkers” using the measures derived by the National Survey of Child and Adolescent Well-Being II (NSCAW). This was chosen by the authors of the study because it demonstrated “strong psychometric properties” (Merritt & Snyder, 2015, p. 487). In addition, it is most suitable for measuring the “covariates” mentioned previously (Merritt & Snyder, 2015, p. 4875.
5. One of the three limitations of the study included the fact that was “not given to all groups because of cognitive and developmental differences within the age span of respondents” (Merritt & Snyder, 2015, p. 493). In addition, the study focused on “children’s relationships in school settings” despite their “placement setting” (Merritt & Snyder, 2015, p. 493). Lastly, it was difficult for the researchers to determine if a child’s behavior preceded “peer connectedness” and the other variables that were interest to the study. Three possible areas for future research include: the steps that need to be taken to prevent problematic childhood behavior; researchers could focus on how children could use coping strategies to deal with traumatic experiences so that they do not display problematic behavior; and research can be conducted that can analyze the cause of development of problematic behavior of children within their homes.
The study can be modified by analyzing the effects of the variables discussed previously on a child’s behavior within their homes. The study can be conducted on children who are within the age range of 11-14. It was noticed that the study did not have a cut-off point where the data gathering would have ended. It would also be helpful if the discipline practices used by parents could be monitored within a certain time frame.
Reference
Merritt, D. H., & Snyder, S. M. (2015). Correlates of optimal behavior among child welfare-involved children: Perceived school peer connectedness, activity participation, social skills, and peer affiliation. American Journal of Orthopsychiatry, 85(5), 483-494.
