Methods And Results In PSY 520 Diamond Newton April 21, 2019

Methods And Results PSY 520 Diamond Newton April 21, 2019

This study was conducted using SNHU graduate level students in classes PSY 510/520. The link to the survey as well as the introduction was placed in an email to current classmates and in the SNHU MS Psychology Lounge where students were recruited to take the survey voluntarily. Each student was made aware that the survey was completely voluntary and any content provided will remain confidential. There were 12 people total to take the survey, and there was a mix of male and female students; only the first ten students were selected.

There were a couple of different materials used to complete this study. I utilized the participation of ten PSY 510/520 students from SNHU. I also utilized SPSS to analyze data obtained from the survey. The survey had 29 questions that included questions that were not broken into any category, but they measured the current choices and feelings made by the participants due to their childhood. The questions were not charged in nature. Special precautions to questions were taken to be sure not to trigger anyone’s past emotions if they may have had any.

Qualtrics was also utilized as the platform for where students will be participating in the survey. The data collection heavily relied upon the Qualtrics. Qualtrics is a system utilized by SNHU for administering the questionnaire for students to participate. Once the questionnaires are completed, Qualtrics will analyze the data and group them.

Raw Data This raw data was reduced by eliminating unnecessary and repetitive questions. By simplifying the questionnaire, you can focus on the questions that will provide the necessary data. The Likert scale format will remain the same for this data set. The statistical analysis will consist of the current feelings and tasks of each participant in relations to their childhood. The statistical analysis will not include questions removed that provided no bearing to the research question, as the questions were multifaceted and created too much ambiguity.

Descriptive Statistics Below I have included a table outlining the descriptive statistics. There will be three separate tables; 1. Demographics table, 2. Childhood challenges, and 3. Current feelings and actions.

Paper For Above instruction

Introduction

Understanding the long-term effects of childhood experiences, particularly adverse events such as abuse, has become a crucial area of research in psychology. Childhood trauma can have lasting impacts on emotional regulation, social behavior, and overall mental health. The present study aims to examine the potential correlations between childhood challenges and adult emotional and social functioning among graduate students at Southern New Hampshire University (SNHU). By utilizing self-report questionnaires and statistical analysis, this research seeks to explore whether early adverse experiences are associated with specific adult outcomes, contributing valuable insights to clinical psychology and trauma-informed care.

Methodology

Participants in this study comprised ten graduate students enrolled in SNHU's PSY 510/520 courses. Recruitment was conducted via email and the SNHU MS Psychology Lounge platform, emphasizing voluntary participation and confidentiality. The sample included both male and female students, although the exact demographics are limited due to the small sample size. The participants completed a survey hosted on Qualtrics, which contained 29 questions designed to assess childhood experiences, current emotional states, and social behaviors. To analyze the data, SPSS software was employed, with a focus on descriptive statistics and bivariate correlations to identify potential relationships between variables.

Materials

The primary materials used included a self-designed survey with Likert-scale questions measuring childhood challenges and adult feelings. The survey aimed to minimally trigger emotional distress by framing questions carefully. Additionally, demographic questions collected data on gender, ethnicity, education level, and family structure during upbringing. The survey structure was optimized by removing overlapping questions to enhance clarity and reliability. SPSS provided the tools for analyzing the gathered data, allowing for detailed correlation and descriptive statistical analysis.

Results

The data revealed insights into the relationships between childhood challenges and adult emotional-social functioning. The demographic data indicated that the sample was diverse in race and family structures, although limited in size. Descriptive statistics showed that a significant portion of participants acknowledged childhood challenges, which they perceived as influencing their current empathy, social interactions, and emotional regulation. Bivariate correlation analyses demonstrated that certain childhood adversities were significantly correlated with reduced empathy (r = -0.65, p

Discussion

The findings align with previous research indicating that childhood trauma can contribute to difficulties in emotional regulation and social functioning in adulthood. The significant correlations identified reinforce the hypothesis that adverse childhood experiences have lasting impacts. However, the small sample size limits the generalizability of the results. Future research could expand the sample and include longitudinal designs to better understand causality. Clinically, these findings emphasize the importance of early intervention and trauma-informed therapy to mitigate long-term negative impacts of childhood adversity.

Conclusion

This study supports the notion that childhood challenges can cause lasting effects, influencing adult emotional and social behaviors. Although preliminary due to sample size constraints, the results highlight the importance of identifying and addressing childhood trauma within clinical settings. Further research with larger samples and diverse populations is necessary to deepen our understanding of these relationships and inform effective therapeutic strategies.

References

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