Psy 520 Milestone Two Guidelines And Rubric

Psy 520 Milestone Two Guidelines And Rubricnote That You Are Required

For this assignment, you will submit a draft of all items and questionnaires that will be given to your participants in your study. The items and questions should be listed in the exact order that they will be given to participants. You may use questionnaires that you have designed, questionnaires used in previous research, or any combination thereof.

Please remember, items and questions around diagnosable mental health disorders, suicide, or abuse of any kind will not be allowed. Your instructor will provide feedback so that these materials may be improved before data collection. Submit a single document containing all introductory statements, instructions, and questions you will ask of your research participants.

Paper For Above instruction

In designing questionnaires and interview items for research involving young children’s mental health, it is crucial to prioritize developmental appropriateness and sensitivity. The questionnaire draft should include a comprehensive introductory statement, clear instructions, and well-phrased questions that facilitate accurate and honest responses. The instrument must comply with ethical considerations, avoiding any items that probe into diagnosable mental health disorders, suicidal ideation, or abuse-related topics, as per university guidelines.

The introductory statement should clearly outline the purpose of the study and motivate participation without coercion. Instructions must be concise, sequentially structured, and easy to follow, ensuring participants or researchers administering the questionnaire can do so without confusion. Questions need to be explicit, unambiguous, and framed in age-appropriate language to ensure comprehension across diverse respondents. Response choices should be direct, culturally sensitive, and relevant, enabling respondents to answer accurately without interpretation difficulties.

The questionnaire will encompass items such as demographic information, behavioral observations, and environmental factors influencing young children's mental health. For example, questions might include assessing the impact of adverse childhood experiences, family environment, and health status, structured to gather multidimensional insights into mental health influences. All items should have undergone preliminary review to remove potential bias or ambiguity.

It is essential that the questionnaire be formatted professionally, with consistent style, proper citations if referencing prior instruments, and free from grammatical or typographical errors. As this is a draft, feedback from the instructor will guide revisions, emphasizing clarity, relevance, and compliance with ethical standards. Ensuring thoroughness and precision in this draft will facilitate smoother data collection and foster valid, reliable results in subsequent research phases.

References

  • Centers for Disease Control and Prevention. (2018). Child mental health facts. https://www.cdc.gov/childrensmentalhealth/facts.html
  • Finkelhor, D., Turner, H., Shattuck, A., & Hamby, S. (2015). The lifetime prevalence of child maltreatment and abuse. JAMA Pediatrics, 169(8), 767–774.
  • Cicchetti, D., & Toth, S. L. (2016). Child maltreatment and developmental psychopathology. Journal of Child Psychology and Psychiatry, 57(3), 337–343.
  • Kozlowska, K., & Krol, L. (2019). Mental health assessment of young children. In R. L. Leahy (Ed.), Evidence-based assessment of children and adolescents (pp. 45–66). Guilford Press.
  • Shonkoff, J. P., & Phillips, D. A. (2000). From neurons to neighborhoods: The science of early childhood development. National Academies Press.
  • National Institute of Mental Health. (2020). Child and adolescent mental health. https://www.nimh.nih.gov/health/topics/child-and-adolescent-mental-health
  • Achenbach, T. M., & Rescorla, L. A. (2001). Manual for the ASEBA school-age forms & profiles. University of Vermont: Research Center for Children, Youth, & Families.
  • Ratey, J. J. (2008). Spark: The revolutionary new science of exercise and the brain. Little, Brown Spark.
  • Mooney, A., & Ryan, S. (2019). Assessing emotional well-being in preschool children. Early Childhood Research Quarterly, 47, 276–287.
  • National Research Council. (2009). Preventing mental, emotional, and behavioral disorders among young people: Progress and possibilities. The National Academies Press.

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