PSY 5110 Week 7 - Assignment: Summarize and Evaluate a Peer-Reviewed Journal Article

PSY 5110 Week 7 – Assignment: Summarize and Evaluate a Peer-Reviewed Journal Article

PSY 5110 Week 7 – Assignment Summarize and Evaluate a Peer-Reviewed Journal Article

Data analysis is a key part of any research efforts; hence researchers usually focus on the most appropriate data analysis that can help produce the targeted results and fulfill the study objectives or study aims (Sharma, 2018). The implication is that individuals need to have adequate knowledge of aspects such as the hypothesis, methods, and variables used in the analysis to be in a position to correctly interpret the results and answer the questions such as the reasons behind research choosing a particular research analysis method and statistical tests (Heavey, 2022). Therefore, the purpose of this assignment is to read an assigned article and write a summary of the article by exploring aspects such as background information on the topic, hypothesis, methods, and results. In addition, the paper will seek to address various prompts, such as a description of the variables used, why chi-square was used in data analysis, and if the authors used diverse groups of participants.

Summary of the Research

The article under consideration was authored by Buzi et al.(2014) with the title “Screening for Depression among minority young males attending a family planning clinic.” Therefore, the purpose of this study was to assess depression among the population (young males) attending the family clinic and whether their depression was related to service requests and sociodemographics. The background of this study is that major depressive disorder is among the top chronic conditions, and by the time the article was published, up to 8% of the population between the ages of twelve to seventeen experienced at least a major depressive episode. Males have also been shown to experience depression more often than females. Nonetheless, they seek help less frequently (Buzi et al.,2014). The implication is that such only reduces their chances of accurate diagnosis and treatment hence a need to screen them appropriately.

The main hypothesis of this study was that depression among the young males attending the family planning clinic varied by service requests and sociodemographics. This study used a convenience sample of five hundred and thirty-five Hispanic and African American young males, ages thirteen to twenty-five. While 353 were African American, the remaining 182 were Hispanic. The participants were recruited to take part in the study during their visit to the facility on male-designated days. After a clinician explained the purpose of the study, informed consent was then obtained from the participants (Buzi et al.,2014). Depression was measured using the Center for Epidemiologic Studies Depression Scale, and the sociodemographic data collected included employment status, fatherhood status, marital status, owning health insurance, school status, ethnicity, and age.

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The analysis of the results showed important information regarding depression among young males. Upon using the Center for

PSY 5110 Week 7 - Assignment Summarize and Evaluate a Peer-Reviewed Journal Article — PSY 5110 Week 7 – Assignment Summarize and Evaluate a Peer-Reviewed Journal Article

Epidemiologic Studies Depression Scale (CES-D) to assess depression in this group of patients, the researchers noted that up to 22.2% or 119 patients met the depression criteria. In addition, the depressed patients were more likely to be Hispanic as compared to the non-depressed patients (Buzi et al.,2014). This group was also more likely to request services connected to well-being, physical issues, financial resources, feelings, and relationships. The researchers concluded that the young males impacted by depression were found to have unmet needs and that they were able to show such needs given the opportunity. The researchers also indicated that the family clinics are bests positioned to screen for depression in this group of patients because there has been an increasing trend of increased male patients attending the family planning clinics.

The Variables Used In the Analysis

The researchers used several variables to help them fulfill their objectives. Therefore, this section describes the variable and their levels of measurement. They include ethnicity, employment, requests for service, and depression. Ethnicity is a nominal level and describes whether a participant is African American or Hispanic (Sheshkin, 2020). Employment status is also a nominal level measurement and describes whether a participant was employed or not. Request for service was the other variable, and it described the list of services to assist with various aspects such as employment, exercising, eating well, anger management, relationships, and health screenings. The level of this measurement is nominal. Depression is the level of depression experienced by participants, and the level is ordinal.

The Reason Why the Researchers Used Chi-Square

Chi-Square tests are usually used in determining the difference between expected and observed data and can be applied in determining if it correlates to the categorical variables. The implication is that by using the test, a researcher is in a position to know if the difference between the categorical variables is due to a relationship or occurring by chance. Therefore, the researchers used the Chi-Square tests since they were dealing with categorical variables (nominal and ordinal) (Schober & Vetter, 2019). Indeed each of the described variables is either ordinal or nominal. The researchers also wanted to test the hypothesis that depression among the young males attending the family planning clinic varied by service requests and sociodemographics. Therefore, the best and most proven statistical test in this regard is Chi-Square. The test has also been used to help estimate the size of inconsistency between the actual and expected results. The Chi-Square also uses degrees of freedom in determining if a specific null hypothesis can be rejected depending on the total number of observations made in a particular research (Gaboardi & Rogers, 2018). As such, Chi-Square was the best and most appropriate statistical test that could be used by these researchers.

Whether The Authors Used Diverse Groups

The aim of this study was to assess depression among the population (young males) attending the family clinic and whether their depression was related to service requests and sociodemographics. The researchers majorly targeted Hispanics and African American. Therefore, they used diverse groups. As part of the study, they also examined if race was connected to employment status since these factors have been shown to be directly connected to depression. The researchers did not also focus on a particular age of patients; instead, they focused on young males aged twelve to twenty-five, which also shows a focus or use of diverse groups (Buzi et al.,2014). Indeed, they found that race or ethnicity as a factor was related to employment and depressive symptoms. For example, the researchers found that in terms of depression, African American males were less depressed as compared the Hispanic young males. The results observed for employment were the direct opposite since the researchers noted that African American young males were less likely to be employed as compared to Hispanic young males.

Conclusion

Chi-Square can appropriately be used to help in examining the relationship between categorical variables, which include nominal and ordinal levels of measurement. Therefore, when researchers have variables with these levels of measurement, the Chi-Square statistical test is used. Therefore, the researchers of the analyzed article decided to use Chi-Square since they had such variables. Upon using the Center for Epidemiologic Studies Depression Scale (CES-D) to assess depression in this group of patients, the researchers noted that up to 22.2% or 119 patients met the depression criteria.

PSY 5110 Week 7 – Assignment: Summarize and Evaluate a Peer-Reviewed Journal Article References

Buzi, R. S., Smith, P. B., & Weinman, M. L. (2014). Screening for depression among minority young males attending a family planning clinic. Psychology of Men & Masculinity, 15(1), 116.

Gaboardi, M., & Rogers, R. (2018, July). Local private hypothesis testing: Chi-square tests. In International Conference on Machine Learning (pp. 1626–1635). PMLR. https://proceedings.mlr.press/v80/gaboardi18a.html

Heavey, E. (2022). Statistics for nursing: A practical approach. Jones & Bartlett Learning.

Schober, P., & Vetter, T. R. (2019). Chi-square tests in medical research. Anesthesia & Analgesia, 129(5), 1193.

Sharma, S. (2018). Nursing research and statistics. Elsevier Health Sciences.

Sheskin, D. J. (2020). Handbook of parametric and nonparametric statistical procedures. CRC Press.

For this assignment, you read the article written by Buzi, Smith, and Weinman (2014) located under your weekly resources. These authors used a chi-square analysis to analyze the data from their research study.

Now, write a summary of the research, including background information on the topic, the main hypotheses, methods, results, and the conclusions drawn by the researchers. In addition to this summary, be sure to address the following in your paper:

Describe the variables used in the analysis, along with the level of measurement (i.e., nominal, ordinal, interval, or ratio) for each variable.
Explain why the researchers used chi-square to analyze the data. In other words, how does the level at which each variable is measured determine which analysis is appropriate? Please support your answer to this question using the course materials or other scholarly resources.
Did the authors use a diverse group of participants (e.g., various ages, races, etc.) in their research? You should describe some characteristics of the sample used in the research.

Length:2-4 pages

Your paper should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards.

As we begin this session, I would like to take this opportunity to clarify my expectations for this course:

Please note that GCU Online weeks run from Thursday (Day 1) through Wednesday (Day 7).

Course Room Etiquette:

It is my expectation that all learners will respect the thoughts and ideas presented in the discussions.
All postings should be presented in a respectful, professional manner. Remember – different points of view add richness and depth to the course!

Office Hours:

My office hours vary so feel free to shoot me an email at Kelly.[email protected] or my office phone is 602.639.6517 and I will get back to you within one business day or as soon as possible.
Phone appointments can be scheduled as well. Send me an email and the best time to call you, along with your phone number to make an appointment.
I welcome all inquiries and questions as we spend this term together. My preference is that everyone utilizes the Questions to Instructor forum. In the event your question is of a personal nature, please feel free to post in the Individual Questions for Instructor forum I will respond to all posts or emails within 24 or sooner.

Late Policy and Grading Policy

Discussion questions:

I do not mark off for late DQ’s.
I would rather you take the time to read the materials and respond to the DQ’s in a scholarly way, demonstrating your understanding of the materials.
I will not accept any DQ submissions after day 7, 11:59 PM (AZ Time) of the week.
Individual written assignments – due by 11:59 PM AZ Time Zone on the due dates indicated for each class deliverable.

Assignments:

Assignments turned in after their specified due dates are subject to a late penalty of -10%, each day late, of the available credit. Please refer to the student academic handbook and GCU policy.
Any activity or assignment submitted after the due date will be subject to GCU’s late policy
Extenuating circumstances may justify exceptions, which are at my sole discretion. If an extenuating circumstance should arise, please contact me privately as soon as possible.
No assignments can be accepted for grading after midnight on the final day of class.
All assignments will be graded in accordance with the Assignment Grading Rubrics

Participation

Participation in each week’s Discussion Board forum accounts for a large percentage of your final grade in this course.
Please review the Course Syllabus for a comprehensive overview of course deliverables and the value associated with each.
It is my expectation that each of you will substantially contribute to the course discussion forums and respond to the posts of at least three other learners.
A substantive post should be at least 200 words. Responses such as “great posts” or “I agree” do not meet the active engagement expectation.
Please feel free to draw on personal examples as you develop your responses to the Discussion Questions but you do need to demonstrate your understanding of the materials.
I do expect outside sources as well as class materials to formulate your post.
APA format is not necessary for DQ responses, but I do expect a proper citation for references.
Please use peer-related journals found through the GCU library and/or class materials to formulate your answers. Do not try to “Google” DQ’s as I am looking for class materials and examples from the weekly materials.
I will not accept responses that are from Wikipedia, Business dictionary.com, or other popular business websites. You will not receive credit for generic web searches – this does not demonstrate graduate-level research.
Stay away from the use of personal pronouns when writing. As a graduate student, you are expected to write based on research and gathering of facts. Demonstrating your understanding of the materials is what you will be graded on. You will be marked down for lack of evidence to support your ideas.

Plagiarism

Plagiarism is the act of claiming credit for another’s work, accomplishments, or ideas without appropriate acknowledgment of the source of the information by including in-text citations and references.
This course requires the utilization of APA format for all course deliverables as noted in the course syllabus.
Whether this happens deliberately or inadvertently, whenever plagiarism has occurred, you have committed a Code of Conduct violation.
Please review your LopesWrite report prior to final submission.
Every act of plagiarism, no matter the severity, must be reported to the GCU administration (this includes your DQ’s, posts to your peers, and your papers).

Plagiarism includes:

Representing the ideas, expressions, or materials of another without due credit.
Paraphrasing or condensing ideas from another person’s work without proper citation and referencing.
Failing to document direct quotations without proper citation and referencing.
Depending upon the amount, severity, and frequency of the plagiarism that is committed, students may receive in-class penalties that range from coaching (for a minor omission), -20% grade penalties for resubmission, or zero credit for a specific assignment. University-level penalties may also occur, including suspension or even expulsion from the University.
If you are at all uncertain about what constitutes plagiarism, you should review the resources available in the Student Success Center. Also, please review the University’s policies about plagiarism which are covered in more detail in the GCU Catalog and the Student Handbook.
We will be utilizing the GCU APA Style Guide 7th edition located in the Student Success Center > The Writing Center for all course deliverables.

LopesWrite

All course assignments must be uploaded to the specific Module Assignment Drop Box, and also submitted to LopesWrite every week.
Please ensure that your assignment is uploaded to both locations under the Assignments DropBox. Detailed instructions for using LopesWrite are located in the Student Success Center.

Assignment Submissions

Please note that Microsoft Office is the software requirement at GCU.
I can open Word files or any file that is saved with a .rtf (Rich Text Format) extension. I am unable to open .wps files.
If you are using a “.wps” word processor, please save your files using the .rtf extension that is available from the drop-down box before uploading your files to the Assignment Drop Box.

Grade of Incomplete

The final grade of Incomplete is granted at the discretion of the instructor; however, students must meet certain specific criteria before this grade accommodation is even possible to consider.
The grade of Incomplete is reserved for times when students experience a serious extenuating circumstance or a crisis during the last week of class which prevents the completion of course requirements before the close of the grading period. Students also must pass the course at the time the request is made.
Please contact me personally if you are having difficulties in meeting course requirements or class deadlines during our time together. In addition, if you are experiencing personal challenges or difficulties, it is best to contact the Academic Counselor so that you can discuss the options that might be available to you, as well as each option’s academic and financial repercussions.

Grade Disputes

If you have any questions about a grade you have earned on an individual assignment or activity, please get in touch with me personally for further clarification.
While I have made every attempt to grade you fairly, on occasion a misunderstanding may occur, so please allow me the opportunity to learn your perspective if you believe this has occurred. Together, we should be able to resolve grading issues on individual assignments.
However, after we have discussed individual assignments’ point scores, if you still believe that the final grade you have earned at the end of the course is not commensurate with the quality of work you produced for this class, there is a formal Grade Grievance procedure which is outlined in the GCU Catalog and Student Handbook.