Write a introduction and conclusion from the article used from step 3
1
Step 3: Writing About the Research
Title of the Article: Do Social Media Impact Young Adult Mental Health and Well-Being?
A Qualitative Study
Keywords: lived experience, mental health, phenomenology, qualitative method, social media,
well-being, young adult
The article’s abstracts examine the impact of social media on the mental health and wellbeing of young adults. In this research, we employed an inductive theme-directed content
analysis method for the qualitative outcomes of the online survey, the data of which was based
on the experiences of youth social media users. However, I must state that examining the
commentaries of transgender or male participants offered much more fruitful results, such as
intricate data that was worth including in the content. To achieve these results, an online survey
conducted in 2018 was conducted through the Research Electronic Data Capture (REDCap)
application for eight weeks (Dodemaide et al., 2022). The research population included the
young adults recruited through social media strategies. They achieved 208 participants who
thoroughly answered the online survey question, while 118 responded to one out of the 20
questions. The researcher found a significant relationship between social media and the mental
health and well-being of the young generation. Dodemaide et al. (2022) indicated that young
adults’ use of social media involves the social media type, platform, condition regarding their
mental health, and other forms of behavioral recognition amongst those who use social media.
The findings from the research indicated that social media reduces the well-being of younger
2
adults. This research adds to the body of knowledge by offering insightful information about the
real-world experiences of young adults who use social media globally.
References
Dodemaide, P., Merolli, M., Hill, N., & Joubert, L. (2022). Do social media impact young
adults’ mental health and well-being? A qualitative study. The British Journal of Social
Work, 52(8), 4664-4683. https://doi.org/10.1093/bjsw/bcac078
Writing Research Papers
Step 4: Write the Conclusion and Introduction
In Step 3, you practiced writing about the research you have gathered and started the body of your paper. You
learned to paraphrase, summarize, and quote the research and use the correct in-text citations so your reader
can easily find your research sources. You also developed headings and subheadings to help organize your
paper and help the reader follow your topic and main points. After completing your report’s body, it is time to
write the conclusion and introduction.
The following table summarizes the five-step process and your individual assignments related to the reportwriting process. See the course schedule on Blackboard for the current due dates for each assignment.
Step
1: Topic Development
2: Read & Evaluate the Current Research 3: Write About the Research
4: Write the Conclusion and Introduction 5: Polishing and Proofreading
Assignment
Build your reference page
Questions for Evaluating a Journal Article
Writing about research, paraphrasing, quotes, in-text citations
Conclusion and Introduction
Complete the report
Assignment 4 – Write the Conclusion and Introduction
Following the guidelines below, write the conclusion and introduction of your paper. Label each one
appropriately, double-space, and submit through the appropriate link on Blackboard (in one file).
Write the Conclusion
Yes, you will write the last paragraph of your paper before you write the first paragraph of your paper.
Remember that the conclusion will contain NO NEW information. It simply summarizes the body of your
paper. After reading the body of your paper, ask yourself: What have I learned by reading this? Answer that
question with a few sentences and summarize, which means tell it in fewer words. Remind us what we have
just learned about, what we’ve just read (intentional repetition).
Take a look at the sample conclusion that follows:
Conclusion
Structuring the curriculum to adapt to unmotivated students involves less of changing what is
taught, but rather how it is taught. A few modifications in the course curriculum can have a major impact on
students’ motivation and performance. Although the factors influencing student motivation may vary, certain
qualities can be incorporated into the course curriculum to improve students’ motivation. Interesting content
and interesting instruction, placing emphasis on the relevance of content and assignments, providing
students the opportunity to be successful, offering encouragement and feedback, expecting effort and
adapting instruction, and creating positive learning environments can all be used to get the maximum effort
and performance from otherwise unmotivated students.
Look at the last sentence in the conclusion. This sentence includes a list of all the topics presented in the
paper that can be used to motivate unmotivated students. This concisely reminds the reader what was
presented in the body of the paper. You may need to use several sentences to describe what was included in
your paper, and you may also want to use words and phrases such as “First, _________ was presented…” “Next,
___________ was discussed…” and “Finally, ____________ were included…”
If it’s appropriate, you can draw some conclusions based on the research. Be sure to use phrases such as
“The findings suggest….” NEVER say the research proves anything. It doesn’t prove it, but it may “support” it.
You may also recommend areas for future research.
Write the Introduction
Read the following sample introduction:
Higher education is no longer reserved for the highly motivated and highest-achieving students. Bleak career
prospects and expectations from family and society have led many individuals, with less than the highest
educational aspirations, into college. Open admission policies and a wealth of financial aid resources have
enabled anyone who wants to attend college the ability to attend college. These, and other factors, have led to
college classrooms across the United States filled with unmotivated students. This paper examines factors
related to student motivation (or lack thereof) and ways to design the curriculum to motivate students to
perform.
The paper that goes with this introduction focuses on two main topics: (1) factors related to student
motivation and (2) ways to design the curriculum to motivate students. Notice at the end of the introduction,
there is a sentence that actually states: “This paper examines factors related to student motivation (or lack
thereof) and ways to design the curriculum to motivate students to perform.” This is your purpose
statement or problem statement and must be included in your introduction.
Write this sentence for your paper. What does the paper do? What does it tell us? Here are some good
sentence starters:
The purpose of this paper is to … In this paper, the author discusses… This paper presents … This paper
compares …
Don’t feel limited to those sentence starters. If you have a really good sentence that answers the question
“What does this paper tell us?” then use it. You can use two sentences to answer the question if you wish. Now
you have the last sentence of your introduction written. If you were writing a longer paper, then the last
sentences of the introduction would probably explain how the information is arranged, what is presented
first, next, and so on.
Next you need to “set the stage.” You need to get the reader’s attention and interest him or her in your topic.
You want to explain why your topic is important. You want to explain why someone would want to read your
paper. In the sample introduction above, the first few sentences explain how colleges have become full of
unmotivated students. It presents the problem or situation to the reader.
Write a few sentences to introduce your paper. Be sure to put them ABOVE the previous sentence you
wrote. And all of this goes above your first main heading.
Instead of using the heading “Introduction” repeat the title of your paper (exactly as it is from your title page)
at the top of the first page of your report body. See the Report Guidelines document for detailed instructions
for formatting the first page of your paper.
Do social media impact young adult
mental health and well-being? A
qualitative study.
Images
Authors:
Dodemaide, Paul. Social Work Department, School of Health Sciences, University of Melbourne,
Parkville, VIC, Australia, [email protected]
Merolli, Mark. School of Health Sciences, Centre for Digital Transformation of Health, University of
Melbourne, Parkville, VIC, Australia
Hill, Nicole. Social Work Department, School of Health Sciences, University of Melbourne, Parkville,
VIC, Australia
Joubert, Lynette. Social Work Department, School of Health Sciences, University of Melbourne, Parkville,
VIC, Australia
Address:
Dodemaide, Paul, Social Work Department, School of Health Sciences, University of Melbourne,
Parkville, VIC, Australia, 3010, [email protected]
Source:
British Journal of Social Work, Vol 52(8), Dec, 2022. pp. 4664-4683.
NLM Title Abbreviation:
Br J Soc Work
Page Count:
20
P
u
b
l
i
s
h
e
r
:
United Kingdom : Oxford University Press
0045-3102 (Print)
1468-263X (Electronic)
English
lived experience, mental health, phenomenology, qualitative method, social media, well-being, young adult
The Social Work profession recognises the ethical and educational implications of social media usage but
remains cautious in embracing the technology in the context of clinical practice. Social media platforms
allow their users to share thoughts, opinions, experiences, information, develop online communities and
access social and emotional support. Social media-focused research in the mental health context has
described the risk of vulnerable populations using social media. However, there is a dearth of research
examining the lived experiences of young adult social media users or addressing both the perceived risks
and benefits. Social Work clinicians need to understand the experience of clients and be able to respond to
questions or challenges that service users using social media experience. Deploying inductive thematic
content analysis, this study presents the qualitative findings of an online survey eliciting the experience of
young adult social media users. Young adults reported varying perspectives, including preferences for
anonymity, how social media is employed and consideration that specific platforms are either helpful or
harmful. Results are discussed with consideration given to existing literature. This article contributes to the
evidence-base for social work and other disciplines, allowing for a greater phenomenological understanding
of young adults’ use of social media. (PsycInfo Database Record (c) 2024 APA, all rights reserved)
Journal Article
*Experiences (Events); *Mental Health; *Phenomenology; *Social Casework; *Social Comparison; *Well
Being; *Social Media; *Emerging Adulthood
Mass Media Communications (2750)
Health & Mental Health Services (3370)
Human
Male
Transgender
Female
Australia; Austria; Canada; Germany; United Kingdom; South Africa; US
Adulthood (18 yrs & older)
Young Adulthood (18-29 yrs)
Thirties (30-39 yrs)
Sponsor: Australian Government, Australia
Other Details: Research Training Program Scholarship
Recipients: No recipient indicated
Empirical Study; Qualitative Study
Electronic
Journal; Peer Reviewed Journal
First Posted: Apr 26, 2022
20240111
Published by Oxford University Press on behalf of The British Association of Social Workers. This is an
Open Access article distributed under the terms of the Creative Commons Attribution License
(https://creativecommons.org/licenses/by/4.0/), which permits unrestricted reuse, distribution, and
reproduction in any medium, provided the original work is properly cited.. The Author(s). 2022
http://dx.doi.org/10.1093/bjsw/bcac078
2023-33834-012
47
APA PsycInfo
•
•
•
Translate Full Text:
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Do Social Media Impact Young Adult Mental
Health and Well-Being? A Qualitative Study
This content may contain URLs/links that would redirect you to a non-EBSCO site. EBSCO does not
endorse the accuracy or accessibility of these sites, nor of the content therein.
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Contents
1. Introduction
2. Social media
3. Social work and social media
4. Young adult mental health and well-being
5. Methodology
6. Piloting
7. Ethics
8. Survey design
9. Data collection
10. Data analysis
11. Results
12. Anonymity
13. Linking social media to past suicidal ideation/self-harm
14. Social media more helpful or harmful than others
15. Thematic content analysis of open-ended questions
16. ‘Social media is amazing’
17. ‘I Think it’s horrible … it’s probably negative for most people’
18. ‘It depends [on] who you’re following and how you’re using social media’
19. Discussion
20. Anonymity
21. Linking social media and mental health concerns
22. Social comparison
23. Helpful social media
24. Harmful social media
25. ‘It depends [on] who you’re following and how you’re using social media’
26. Limitations of the study
27. Implications
28. Conclusion
29. Funding
30. REFERENCES
Listen
The Social Work profession recognises the ethical and educational implications of social media usage but
remains cautious in embracing the technology in the context of clinical practice. Social media platforms
allow their users to share thoughts, opinions, experiences, information, develop online communities and
access social and emotional support. Social media-focused research in the mental health context has
described the risk of vulnerable populations using social media. However, there is a dearth of research
examining the lived experiences of young adult social media users or addressing both the perceived risks
and benefits. Social Work clinicians need to understand the experience of clients and be able to respond
to questions or challenges that service users using social media experience. Deploying inductive thematic
content analysis, this study presents the qualitative findings of an online survey eliciting the experience of
young adult social media users. Young adults reported varying perspectives, including preferences for
anonymity, how social media is employed and consideration that specific platforms are either helpful or
harmful. Results are discussed with consideration given to existing literature. This article contributes to
the evidence-base for social work and other disciplines, allowing for a greater phenomenological
understanding of young adults’ use of social media.
Keywords: lived experience; mental health; phenomenology; qualitative method; social media; well-being;
young adult
Introduction
Social Work has recently recognised the ethical and educational implications of social media usage ([ 8]),
but been cautious in embracing the technology in the context of clinical practice ([ 6]). Social mediafocused research in the mental health context has described the risk of vulnerable populations using
social media (e.g. [37]). Social work clinicians need to understand the experience of clients and be able to
respond to the challenges they experience using social media. This study contributes to the emerging
evidence base for social work and other disciplines, providing a greater phenomenological understanding
of social media use for young adults.
Social media
Social media enable the participatory, collaborative and interpersonal opportunities of the internet ([10]).
Social media allow users to share thoughts, opinions, develop new online communities and access social
and emotional support ([ 9]). Increasingly social media are being recognised for their help-seeking
potential ([41]) and opportunities for peer support and solidarity (e.g. [30]).
As social media evolve, developers modify and adapt different features, creating perceived overlaps
between otherwise distinguishable social media types. However, when understanding the different types
of social media, many categories include social networking sites (e.g. Facebook) whose essential
characteristics involve its users creating a profile page and connecting and interacting with other users;
video sharing sites (e.g. TikTok and YouTube), and image sharing sites (e.g. Instagram), whose essential
characteristics are the ability to view videos or photos uploaded by others, to search for specific content,
to create a profile and create and share content of their own. These can be informative, for entertainment
or creative expression.
Full T ext
Social media also include blogging sites, which allow people to create a profile and blog (digital journal),
or just follow or subscribe the blogs of others. Social media include microblogs (e.g. Twitter) whose
essential characteristics are the creation of a user profile, connecting with others for news or
entertainment; however there are tighter limits on the number of characters used, hence microblogs.
Wikis (e.g. Wikipedia) are a form of social media whose essential characteristics involve user generated
and monitored informational pages. Increasingly popular social media are multiplayer social games (e.g.
Minecraft and Fortnite), particularly the interactive features within live video streaming (e.g. Twitch), or
voice channel (e.g. Discord) which allow multiplayer social gaming community to connect online to
enhance interaction between gamers, enabling larger audiences to interact with each other.
Social work and social media
Social media have proven to be an effective adjunct to other means of offline support, particularly for
young adults resistant to engaging with traditional social work services ([ 5]). Yet, much of the related
clinical social work research focuses on ethical issues requiring social workers to navigate. These include
surveillance ([13]), ‘friend’ requests and managing dual relationships ([21]). There is a paucity of social
work research addressing the lived experiences of young adult social media users, nor identifying the
risks and benefits of social media use. Continued research is required to ensure the social work
profession and policy makers have the evidence base to effectively realise the potential of social media
within the clinical context ([19]), both for social workers as well as service users.
Young adult mental health and well-being
Whilst existing literature tends to focus more on child, adolescent and adult development, the transitional
period of young adulthood is largely under-investigated, under-reported and inconsistently defined. Young
adult typically refers to ages eighteen to twenty-nine years ([18]), however has been noted in some
material to occasionally include eighteen to thirty-four years ([ 3]). Most serious mental illnesses develop
and peak in young adulthood, and the period is one of many transitions, identity development and
influenced by personality ([14]; [18]). [28] argue, that at a time of continued brain development, young
adults need support from others, as they are typically transitioning to more independent post-secondary
learning environments, increasing their risk taking and often eating and sleeping poorly. More research
needs to be undertaken to inform how friends, family, services and social workers can ensure targeted,
meaningful support for social and emotional well-being of young adults ([14]).
By privileging the voices of young adult social media users through an online survey, the present study
seeks to provide impetus for social workers to develop better insight into the lived experiences of young
adults using social media.
Methodology
The present study reports on findings from a cross-sectional online survey undertaken by the authors,
which sought a mix of quantitative and qualitative data from young adult social media users about their
lived experience, and expertise with using social media. The quantitative results focusing on therapeutic
affordances, and quality of life are reported elsewhere ([15]), whilst the qualitative results are reported
herein.
The online survey was launched in February 2018, remaining open for eight weeks. The survey was
designed using the Research Electronic Data Capture (REDCap) application hosted on the University of
Melbourne infrastructure ([39]). The online survey design was adapted from [27], and [35], and tailored
towards young adults, eighteen to thirty-four years old, who used social media. The aim was to invariably
give primacy to their views of social media, gained through their lived experience.
Piloting
The survey was piloted amongst six social work students, aged twenty-one to thirty-two years, and of
mixed gender. Three were at qualifying Masters level and three were Bachelor level students. The group
selected due to their training and understanding of the target audience. We also trialled the survey’s
accessibility across various devices.
Ethics
This study obtained approval by The University of Melbourne, Behavioural and Social Sciences Human
Ethics Sub-Committee (Ethics ID 1750388). All participants provided informed consent to participate in
the study.
Survey design
The primary research question, ‘What can social work learn from the lived experience of young adult
social media users?’, informed the formation of the twenty-eight online survey items seeking qualitative
responses (Table 1).
Table 1. Qualitative items
Item.
.
1–10 If anonymity preferred in [social media type], explain why you prefer to be anonymous
11– Use the space below to tell us anything else you think we should know about how you use [social media
20
type]
If some social media more helpful for you than others when you’re trying to manage your overall mood and
21
well-being, list these here and any detail to explain why you believe this
If some social media more harmful for you than others when you’re trying to manage your overall mood and
22
well-being, list these here and any detail to explain why you believe this
23
Use the space below to tell us anything else you think we should know about how you use social media
24
Feel free to provide any detail about the help-seeking choices of a friend or someone close to you
If you believe there is any link between your friend or someone close to you, self-harm/suicidal thoughts and
25
their use of social media, explain here
26
Feel free to provide any detail about your own help-seeking
If you believe there is any link between your self-harm/suicidal thoughts and your social media use, explain
27
here
Use the space below to make any further comments about how you personally use social media; as well as any
28
beliefs you might have about the impact of social media on young adults like you
Table 1. Qualitative items
Item.
.
1–10 If anonymity preferred in [social media type], explain why you prefer to be anonymous
11– Use the space below to tell us anything else you think we should know about how you use [social media
20
type]
If some social media more helpful for you than others when you’re trying to manage your overall mood and
21
well-being, list these here and any detail to explain why you believe this
If some social media more harmful for you than others when you’re trying to manage your overall mood and
22
well-being, list these here and any detail to explain why you believe this
23
Use the space below to tell us anything else you think we should know about how you use social media
24
Feel free to provide any detail about the help-seeking choices of a friend or someone close to you
If you believe there is any link between your friend or someone close to you, self-harm/suicidal thoughts and
25
their use of social media, explain here
26
Feel free to provide any detail about your own help-seeking
If you believe there is any link between your self-harm/suicidal thoughts and your social media use, explain
27
here
Use the space below to make any further comments about how you personally use social media; as well as any
28
beliefs you might have about the impact of social media on young adults like you
Data collection
Young adults were recruited via a social media strategy involving promotion, advertising and subsequent
snowballing sampling. A dedicated Facebook page @socialmediausesurvey was created and AUD$500
spent in Facebook advertising to promote the ‘Call for Participants’, reaching 27,212 profiles. Of these,
21,816 (80.2 per cent) identified as women in their profiles, 4,850 (17.8 per cent) as men, whilst 546 (2.0
per cent) gender identity was not indicated. Additionally, a dedicated Twitter page @SMandYoungAdult
was created to promote the survey using Twitter’s ordinary communication functions of tweets, hashtags
and direct messaging within the researchers existing social network. No gender-identifying data were
available through Twitter analytics. The call to participate was offered through promotion on Facebook
and Twitter only. Participants were self-selecting, non-randomised and received no reimbursement for
completing the survey.
There were N = 237 surveys initiated. Following exclusions for the ages (
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