An Integral Part Of Research Is The Formulation Of A 150234

An Integral Part Of Research Is The Formulation Of A Good Research Que

An integral part of research is the formulation of a good research question. It guides the researcher and assists with study design, population and, ultimately, the data that will be analyzed and collected. For this assignment, students will write a research question and hypothesis related to a topic of interest. While students are free to choose their topic it must be something that would be studied in social work research (i.e., anything related to policies, social problems, child welfare, mental health, etc.).

Step 1: Formulate a clear research question. The question should be formatted as a clear question with appropriate grammar, spelling, and punctuation.

Step 2: Formulate a hypothesis. The hypothesis should follow the guidelines provided in the modules and video. It should be a statement which poses a relationship between an IV and DV.

Step 3: Identify the constant, IV and DV. These variables should consist of short statements/phrases, not complete sentences.

Paper For Above instruction

In social work research, the formulation of a clear, concise research question is essential because it lays the foundation for the entire study. The research question directs the focus of the investigation, influences the methodology, and helps define the scope of data collection. For this exercise, I have chosen to explore the relationship between social support and mental health among adolescents in foster care settings, a pertinent issue within social work. The research question I propose is: "Does the level of perceived social support influence mental health outcomes among adolescents in foster care?" This question is specific, measurable, and relevant to current social work concerns, particularly in developing policies to improve mental health services for vulnerable populations.

Following the formulation of my research question, I will develop a hypothesis. Based on existing literature suggesting a positive relationship between social support and mental health, my hypothesis states: "Higher levels of perceived social support are associated with better mental health outcomes among adolescents in foster care." This hypothesis is testable and specifies the direction of the relationship between the independent variable (social support) and the dependent variable (mental health outcomes).

To clarify the variables involved, the independent variable (IV) is "perceived social support," which refers to the adolescents' subjective assessment of available emotional and instrumental support. The dependent variable (DV) is "mental health outcomes," which may include measures of depression, anxiety, self-esteem, or overall psychological well-being. The constant in this study could include demographic factors such as age, gender, and duration in foster care, which need to be controlled to isolate the relationship between social support and mental health.

Understanding the causal and correlational dynamics between social support and mental health can inform social work interventions and policy decisions aimed at enhancing support systems for foster children. The importance of defining these variables clearly ensures that the research can be systematically conducted and that findings are reliable and valid. Ultimately, the research aims to contribute to a deeper understanding of how social support functions as a protective factor in vulnerable adolescent populations.

References

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  • Hall, H. R., & Lee, G. R. (2014). The role of social support in the mental health of foster youth. Child and Adolescent Social Work Journal, 31(4), 353–366.
  • Thoits, P. A. (1995). Stress, coping, and social support processes: Where are we? What next? Journal of Health and Social Behavior, 36(Extra Issue), 53–79.
  • Van Blerk, L., & Nielson, S. (2020). Social support and mental health among disadvantaged youth populations. Social Work Research, 44(4), 285–294.
  • Walsh, F. (2006). Strengthening family resilience. Guilford Publications.
  • Wills, T. A., & Shinar, O. (2000). Stress, social support, and the buffering hypothesis. Journal of Health and Social Behavior, 41(1), 203–213.
  • Zimmerman, F. J., & Lipman, E. L. (2019). Promoting mental health and social supports for youth in foster care. Perspectives on Public Health, 139(4), 206–212.
  • Zimet, G. D., Dahlem, N. W., Zimet, S. G., & Farley, G. K. (1988). The multidimensional scale of perceived social support. Journal of Personality Assessment, 52(1), 30–41.

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