Instructions:

Please revise my discussion and be sure to reference the appropriate page numbers for the quotes I used. Include both in text citation and in references section.

My discussion:

Quantitative and qualitative methodologies vary significantly when looking at research questions (RQs) across different dissertation and capstone projects. The goal of most qualitative RQs is to get insight into people's experiences and perspectives without eliciting numerical values for any of the variables. In the research project "An Exploration of African American Women's Clinical Experience with European American Clinicians," Nixon (2021) inquires: "How does the endorsement of the SBW schema affect African American women's experiences of the therapeutic alliance during clinical treatment with European American clinicians?" Because it seeks to understand complicated phenomena without trying to quantify any particular factors, this inquiry is illustrative of the qualitative method. Similarly, Bullard's (2020) study on "School social workers and perceived barriers when providing services to LGBTQ children" contains the qualitative RQ: "What are the perceived barriers school social workers experience when providing services to young LGBTQ children in elementary and middle school settings?"

Quantitative RQs, on the other hand, are concerned with testing certain hypotheses and quantifying correlations between variables. Example: "What is the relationship between people with ALS' socioecological resilience and their decision-making for life-sustaining treatments?" from the research on "Amyotrophic Lateral Sclerosis Patients' Sociological Resilience, Self-Determination, and Decision-Making for Life-Sustaining Treatments" (Van Tress, 2020). Statistical analysis and testing of hypotheses are made possible by the framing of this inquiry. "To what extent does participation in a school-based mental health program improve attendance and behavior disruptions?" is another example from the study by Rodriguez (2020), which is on mental health programs in schools (Rodriguez, 2020). We want to know how effective the program was; therefore, we asked this question to find out.

Using leading language, asking complex questions, or wording questions too narrowly are three ways in which bias might show in study questions. By avoiding presumptions about results and using neutral language, the offered examples mostly avoid bias. For example, "What are the challenges of providing clinical social work services to female offenders?" is one of the research questions posed in a study by Smith (2019) on "Correctional social work practice with female offenders in a midwestern state". The nature of the difficulties might be speculated on by asking an open-ended question, which encourages a variety of answers.

Researchers have a few options at their disposal to make sure RQs are objective. To get fresh viewpoints and see any biases, it might be helpful to have questions evaluated by colleagues or specialists in the area. Any problems with ambiguity or unexpected consequences may be found by using a small sample of people to pilot test questions (Frankfort-Nachmias & Davis, 2020). Further, researchers should always be self-aware in terms of their own biases, thinking critically about how their views and experiences may color their interpretation of the research question and the results they get.

Studying the effects of cognitive processing therapy on survivors of sexual trauma in the military is a delicate subject, thus this is of the utmost importance. Carefully worded questions like "What are the experiences of CPT as a treatment modality for female veterans with MST-related PTSD?" encourage participants to open up about their experiences without dictating a certain answer (Mead, 2019).

Ultimately, research questions play a pivotal role in directing objective and significant studies, regardless of their nature (qualitative or quantitative). Researchers in healthcare and social work are using the above examples to show how they are structuring their inquiries to investigate complicated problems with scientific rigor and impartiality. Researchers may guarantee their studies provide useful, impartial insights into their domains by meticulously crafting research questions and being watchful of any biases.

References

Mead, S. A. (2019). Military Sexual Trauma Survivors' Experiences and Perceptions of Cognitive Processing Therapy.

Van Tress, J. J. (2020). Amyotrophic Lateral Sclerosis Patients' Sociological Resilience, Self-Determination, and Decision-Making for Life-Sustaining Treatments(Doctoral dissertation, Walden University).

Bullard, J. R. (2020). School social workers and perceived barriers when providing services to LGBTQ children(Doctoral dissertation, Walden University).

Smith, V. L. (2019). Correctional social work practice with female offenders in a midwestern state(Doctoral dissertation, Walden University).

Rodriguez, K. A. (2020). Examining the Efficacy of a School-Based Mental Health Program in Iowa. Walden University.

Mead, S. A. (2019). Military Sexual Trauma Survivors' Experiences and Perceptions of Cognitive Processing Therapy.

Nixon, T. (2021). An exploration of African American women's clinical experience with European American clinicians(Doctoral dissertation, Walden University).