Assignment: Keeper Study

Assignment: Keeper Study

Assignment  Keeper Study

PICOT Clinical Question: Among depressed teens in the urban area, is the use of exercise therapy in comparison to bibliotherapy result in better disease remission within six months?

Select Article: Yuan, S., Zhou, X., Zhang, Y., Zhang, H., Pu, J., Yang, L., … & Xie, P. (2018). Comparative efficacy and acceptability of bibliotherapy for depression and anxiety disorders in children and adolescents: a meta-analysis of randomized clinical trials. Neuropsychiatric disease and treatment, 14, 353. DOI: 10.2147/NDT.S152747.

Reasons for the Study

Depression and anxiety are singled out as the most common mental health disorders that readily affects children and adolescents. Different approaches including pharmacotherapy and non-pharmacotherapy options exist to manage mental illnesses for the different age groups. The study in the selected article identified the use of bibiotherapy in the treatment of depression among teenagers and how the therapy option result in disease remission (Yuan et al., 2018). Bibliotherapy is a form of psychological treatment which aim at encouraging patients to change unhelpful thoughts and behaviors that causes depression. Bibliotherapy result in improved self-management and reduces the impact of stigma associated with depression. This study is relevant to the PICOT clinical question as it analyzes bibliotherapy option of care to help in developing a comparison with exercise therapy to guide decision on implementation of the best approach of care for teenagers with depression.

Sample Size

The article was based on a selection of eight studies which comprised of 979 participants. The participants were children or adolescents (aged 6 to 18 years) and these were enrolled in the primary study (Yuan et al., 2018). The selected group had a diagnosis of anxiety or depression and must have exceeded a predefined threshold as per the author’s definition of anxiety or depressive symptoms. The sample group was randomly selected and a comparison of the bibliotherapy was made against a control group with no treatment. However, studies were excluded if bibliotherapy was not implemented for the treatment of depression or anxiety. Nonetheless, study articles met the inclusion criteria if they included adolescent patients with comorbid mental health disorders in addition to depression or anxiety. The retrieved articles were relevant to the PICOT clinical question as they resolved divergences related to the non-pharmacotherapy of depression in teenagers.

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Clarity and Reliability of the Instruments of the Study

Instruments of the variable used in the research were clearly defined and were reliable to address the PICOT clinical question.

The researcher independently identified the parameters for depression and anxiety among the target population. Data were extracted using the PRISMA guidelines whereby five relevant databases were used to predict the patterns of the study outcomes (Yuan et al., 2018). These databases included Embase, Web of Science, PubMed, PsycINFO and Cochrane. Ideally, outcome related to the use of bibliotherapy in managing depression for the teenagers was clearly defined. This mainly focused on treating depression or anxiety and prevention of relapse after therapy. The outcomes from the aforementioned databases varied based on the settings or clinical condition of the patients and this reflected the impact of bibliotherapy in addressing patients diagnosed with depression.

Analysis of Data

Data from different databases were analyzed using the DerSimonian and Laird random-effects model for the interpretation of meta-analysis. Using this framework, the heterogeneity of the outcomes were evaluated using the Q statistic and I² statistic to estimate the variation in side effects. However, risk ratios (RRs) was used in the analysis of dichotomous measure outcomes for the treatment of the teenagers in the intervention that incorporated bibliotherapy (Yuan et al., 2018). Nonetheless, publication bias of the selected articles was examined using the funnel plot method as well as the Egger regression asymmetry test.

Unusual Events during the Study

No unusual event was noted considering that the research involved the analysis of peer-reviewed literature materials. Due to this, no consequences will be identified in case the researcher intends to replicate the study. In other words, the variables of the study will remain unchanged and the intended outcomes of behavior change guides the implementation process for the replicated study (Yuan et al., 2018). However, the setting for the replication of the study is likely to change considering that the approach may be applicable to different population group or gender in a bid to address depression.

How results fit in with previous research in the area of study

The outcomes fit in previous research as it focuses on the intention to treat population understudy. The results build on findings from other studies about the non-pharmacotherapy options in providing care to patients diagnosed with psychiatric problems. Since the analysis incorporated findings from bibliotherapy studies, it was possible to predict the positive treatment outcome using the approach (Yuan et al., 2018). The experiences of the target population were also consistent with findings presented by other researchers to affirm the benefits of using bibliotherapy for depression or anxiety in adolescent patients.

Implications of the research for Clinical Practice

Findings revealed bibliotherapy as an effective psychotherapy option in managing depression among adolescents. However, the long-term effects of the therapy is unjustifiable implying that the approach cannot be used as a standalone method in addressing anxiety or depression among teenagers. Besides, the level of support of bibliotherapy for clinical practice is challenged by the premise related to treatment adherence (Yuan et al., 2018). In other words, patience are likely to forget self-help interventions administered through bibliotherapy considering that individuals rely on written materials and other electronic media to practice behavior change. This can lead to a delay in help-seeking behavior of patients.

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.

Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.

Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?

Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.

Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.

If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.

I do not accept assignments that are two or more weeks late unless we have worked out an extension.

As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:

Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.

Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Important information for writing discussion questions and participation

Welcome to class

Hello class and welcome to the class and I will be your instructor for this course. This is a -week course and requires a lot of time commitment, organization, and a high level of dedication. Please use the class syllabus to guide you through all the assignments required for the course. I have also attached the classroom policies to this announcement to know your expectations for this course. Please review this document carefully and ask me any questions if you do. You could email me at any time or send me a message via the “message” icon in halo if you need to contact me. I check my email regularly, so you should get a response within 24 hours. If you have not heard from me within 24 hours and need to contact me urgently, please send a follow up text to

I strongly encourage that you do not wait until the very last minute to complete your assignments. Your assignments in weeks 4 and 5 require early planning as you would need to present a teaching plan and interview a community health provider. I advise you look at the requirements for these assignments at the beginning of the course and plan accordingly. I have posted the YouTube link that explains all the class assignments in detail. It is required that you watch this 32-minute video as the assignments from week 3 through 5 require that you follow the instructions to the letter to succeed. Failure to complete these assignments according to instructions might lead to a zero. After watching the video, please schedule a one-on-one with me to discuss your topic for your project by the second week of class. Use this link to schedule a 15-minute session. Please, call me at the time of your appointment on my number. Please note that I will NOT call you.

Please, be advised I do NOT accept any assignments by email. If you are having technical issues with uploading an assignment, contact the technical department and inform me of the issue. If you have any issues that would prevent you from getting your assignments to me by the deadline, please inform me to request a possible extension. Note that working fulltime or overtime is no excuse for late assignments. There is a 5%-point deduction for every day your assignment is late. This only applies to approved extensions. Late assignments will not be accepted.

If you think you would be needing accommodations due to any reasons, please contact the appropriate department to request accommodations.

Plagiarism is highly prohibited. Please ensure you are citing your sources correctly using APA 7th edition. All assignments including discussion posts should be formatted in APA with the appropriate spacing, font, margin, and indents. Any papers not well formatted would be returned back to you, hence, I advise you review APA formatting style. I have attached a sample paper in APA format and will also post sample discussion responses in subsequent announcements.

Your initial discussion post should be a minimum of 200 words and response posts should be a minimum of 150 words. Be advised that I grade based on quality and not necessarily the number of words you post. A minimum of TWO references should be used for your initial post. For your response post, you do not need references as personal experiences would count as response posts. If you however cite anything from the literature for your response post, it is required that you cite your reference. You should include a minimum of THREE references for papers in this course. Please note that references should be no more than 5 years old except recommended as a resource for the class. Furthermore, for each discussion board question, you need ONE initial substantive response and TWO substantive responses to either your classmates or your instructor for a total of THREE responses. There are TWO discussion questions each week, hence, you need a total minimum of SIX discussion posts for each week. I usually post a discussion question each week. You could also respond to these as it would count towards your required SIX discussion posts for the week.

I understand this is a lot of information to cover in 5 weeks, however, the Bible says in Philippians 4:13 that we can do all things through Christ that strengthens us. Even in times like this, we are encouraged by God’s word that we have that ability in us to succeed with His strength. I pray that each and every one of you receives strength for this course and life generally as we navigate through this pandemic that is shaking our world today. Relax and enjoy the course!

Hi Class,

Please read through the following information on writing a Discussion question response and participation posts.

Contact me if you have any questions.

Important information on Writing a Discussion Question

• Your response needs to be a minimum of 150 words (not including your list of references)
• There needs to be at least TWO references with ONE being a peer reviewed professional journal article.
• Include in-text citations in your response
• Do not include quotes—instead summarize and paraphrase the information
• Follow APA-7th edition
• Points will be deducted if the above is not followed

Participation –replies to your classmates or instructor

• A minimum of 6 responses per week, on at least 3 days of the week.
• Each response needs at least ONE reference with citations—best if it is a peer reviewed journal article
• Each response needs to be at least 75 words in length (does not include your list of references)
• Responses need to be substantive by bringing information to the discussion or further enhance the discussion. Responses of “I agree” or “great post” does not count for the word count.
• Follow APA 7th edition
• Points will be deducted if the above is not followed
• Remember to use and follow APA-7th edition for all weekly assignments, discussion questions, and participation points.
• Here are some helpful links
• Student paper example
• Citing Sources
• The Writing Center is a great resource