Assessment 3 methodology for your project proposal. I’ll break down each section for you and provide a brief overview of what each section should include.1. Title of Proposed Study:This slide should include the title of your study, which should succinctly reflect the essence of your research.2. Introduction and Research Questions:Briefly introduce the topic and its significance.Mention the broad research question(s) you intend to investigate.This section sets the stage for your study and provides context for your methodology.3. Summary of Literature Review:Concisely summarize the key findings of your literature review from Assessment 2.Highlight the gaps or shortcomings identified in previous research.Connect the gaps to the rationale for your proposed study, explaining why it’s necessary.4. Methodology:State the overall research design you’re using (e.g., phenomenology, case study, grounded theory, etc.).Data Collection Methods: Describe whether you’ll use primary or secondary data.For primary data collection (e.g., interviews, surveys):Justify your chosen methods and explain how they align with your research objectives.Briefly mention the types of questions you’ll ask in interviews, focus groups, etc.For secondary data collection (e.g., existing documents, databases):Explain how you’ll identify and select relevant sources.Sampling Design: Detail how participants will be identified and recruited (for primary data collection) or how sources will be identified and selected (for secondary data).Data Analysis: Explain the approach you’ll use to analyze the collected data and how this analysis will be interpreted through a theoretical framework.Ethical Implications: Discuss any ethical considerations related to your chosen methods, including how you’ll ensure participant confidentiality, informed consent, and any potential risks.5. Conclusion and Limitations:Summarize the key points from your methodology presentation.Address potential limitations of your proposed study, such as sample size, generalizability, or methodological constraints.6. Reference List:List all the references you’ve cited throughout your presentation. APA 7TH EDITION, 10 REFERENCES Each section should be presented on its own slide. Keep your presentation concise, clear, and focused on the main points. Use visuals, bullet points, and concise text to convey your ideas effectively. Remember to tailor your methodology to your specific project and research objectives.
Assessment Brief
Program
Bachelor of Applied Social Science
Subject
Qualitative Research Methods
Subject code
SOC301A
Name of assessment
Assessment 3: Research Methodology
Length
12 slides (+/_2 slides)
Learning outcomes addressed by this
assessment:
A, B, C, D, E
Submission Date:
Week 11
Assessment brief summary:
You are required to explain the research methodology for your proposed
research project and so complete the full proposal that started with
Assessment 2.
Total marks
100
Weighting
50%
Assessment description
Assessment 3 is about the methodology that you could apply to the project proposal that you
submitted for Assessment 2. There are 6 main sections to present:
1. Title of proposed study
2. A very brief Introduction to the topic and mention of the broad research question(s) to
be investigated
3. A concise summary of the Literature Review from Ass 2, just as background
information only. It should be brief and take into consideration any critical feedback
provided to you in that assessment and should discuss what previous research has said
about your topic and the gaps that you are trying to fill by carrying out this study
4. The methodology, including what overall research design is proposed, such as
phenomenology, or narrative research, or case study, Grounded Theory, etc. Under
methodology, one should also describe the following:
The data collection methods (primary or secondary data) and justification for
those methods – this can include the types of questions to be asked at interview,
focus group, etc.
Sampling design – how will participants be identified and then recruited if
collecting primary research data or, for secondary data, how will these sources be
identified and selected?
Analysis of data –approach to be used and how the analysis would be interpreted
through a theoretical framework
Ethical implications of methods
5. Conclusion, including limitations of proposed study
6. Reference list
Therefore, there should be a maximum of about 12 slides, starting each succeeding section on a
new slide. Some will only need a single slide, other sections more than this, eg for section 4.
As it is a PowerPoint presentation one can chose whatever design and layout that you want.
However, it is not necessary to narrate the slides or to include any other sound.
Assessment submission is in the normal way and the file must not be a PDF, or “locked”.
Make sure that you concentrate on providing concise points, not masses of text! Part of the purpose
is to practice condensing down information into a minimum number of words, so highlighting the
core ideas precisely – the ability to write succinctly is also a key research skill.
Marking Criteria:
Max. in
category
Background – intro and brief literature review
10
Discussion and justification of data collection procedures
30
Discussion of data analysis
30
Discussion of ethics
20
Word count, grammar and referencing
10
Total:
Comments:
100
Your
points
What we want to see:
The work must be fully referenced with in-text citations and a reference list at the end. We
recommend you work with the APA 7th Edition Reference Guide to ensure that you reference
correctly. You will find a copy of this guide on the Portal. Correct academic writing and
referencing are essential tasks that you need to learn. We recommend a minimum of 10
references.
Research and Referencing: References are assessed for their quality. You should draw on
quality academic sources, such as books, chapters from edited books, journals, government
reports etc. Your textbook can be used as a reference, but not the Study Guide and lecture
notes. We want to see evidence that you are capable of conducting your own research.
Formatting: The assessment MUST be submitted electronically in Microsoft Word format.
Other formats may not be readable by markers. Please be aware that any assessments
submitted in other formats will be considered LATE and will lose marks until it is presented in
Word.
Use Times New Roman, font size 12.
Stay within the required word count.
You can use personal language in this paper as you will be explaining the methods you plan to use.
What we don’t want to see:
Plagiarism: All sources of information need to be properly acknowledged. Please refer to
the plagiarism information on Blackboard. Like other forms of cheating, plagiarism is treated
seriously. Plagiarising students will be referred to the Program Manager. The best way to
avoid plagiarism is to explain ideas in your own words, while crediting the authors for the
information.
No submission: Students must attempt all tasks to be eligible to pass the unit.
Students are advised that any submissions past the due date incur a 10% penalty per day,
calculated from the total mark e.g. a task marked out of 40 will incur a 4 mark penalty per day.
Please note: you must attempt all tasks in a subject to be eligible to pass the subject.
More information, please refer to the Academic Progression Policy on
http://www.think.edu.au/aboutthink/thinkquality/our-policies.
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Perceptions of Mental Health Stigma among University Students: A Case Study of Attitudes
towards Seeking Help for Mental Health Issues
Introduction:
People’s mental health is a major issue in the modern world, especially for university students
who frequently deal with academic pressure, social difficulties, and life upheavals. Despite greater
awareness and initiatives to reduce the stigma surrounding mental health issues, there is still a pervasive
stigma associated with getting treatment for mental health disorders (Ahorsu et al., 2021). This
qualitative study proposal aims to examine how university students perceive the stigma associated with
mental illness and how they feel about getting care for mental health problems.
Research Questions:
1. How do university students view mental stigma on campus?
2. What factors affect university students’ perceptions of getting help for mental health problems?
3. How do university students perceive personal encounters and interactions with mental health issues as
affecting stigma?
4. What obstacles keep university students from getting qualified assistance for mental health issues?
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5. What tactics or initiatives can university students recommend lessening the stigma surrounding
mental illness and promote help-seeking behaviors?
Literature Review
An anti-stigma intervention’s effects on college students’ attitudes toward requesting help were
investigated in a pre-post study by Shahwan et al. (2020). Education about depression, advice on asking
for help, and contact with someone who has experienced depression were all parts of the intervention.
The Inventory of Attitudes towards Seeking Mental Health Services (IASMHS) was used in the study to
assess changes in help-seeking attitudes immediately following the intervention and at the 3-month
follow-up.
The study’s findings revealed significant improvement scores on all IASMHS subscales,
including psychological openness (PO), help-seeking propensity (HP), and indifference to stigma
immediately following the intervention. The Help-seeking Propensity subscale had a very large impact.
In contrast to the post-intervention period, scores were reduced during the 3-month follow-up. The study
also found a few variables that reduced the impact of the intervention on the PO and HP subscales.
Gender, having friends or family members with mental illness, and prior work in the mental health
industry all impacted the intervention’s outcomes.
Several theoretical frameworks may be pertinent to studying university students’ attitudes toward
getting treatment and their perceptions of stigma around mental illness. The social constructionist
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approach is a well-known theoretical viewpoint that can be used. According to the social constructionist
theory, social interactions and cultural surroundings influence people’s perceptions and behavior. This
theory contends that attitudes toward getting treatment and stigma around mental illness are socially
formed and impacted by interactions among university students and societal norms, beliefs, and
practices.
This study suggests that anti-stigma treatments can improve university student’s help-seeking
attitudes (Prowse et al., 2021). Maintaining these adjustments over time is crucial. This population’s
mental health stigma beliefs need further study. Understanding how university students view mental
health stigma on campus and how it affects their willingness to seek assistance is essential.
Gaiha et al. (2020) conducted a systematic review and meta-analysis of observational data to
assess public stigma against young Indians with mental health issues. The study also synthesized
recommendations to eliminate youth mental health stigma. Several theoretical frameworks can be used
to examine mental health stigma and help-seeking among university students. The social constructionist
theory is one option. Social constructionism holds that cultural and social factors impact people’s
thoughts and actions. This idea indicates that university community norms, beliefs, and interactions
shape mental health stigma and help-seeking attitudes.
Gaiha et al. (2020) illuminate mental health stigma among young Indians. The findings
emphasize addressing youth ignorance, negative attitudes, and stigmatizing behaviours. The study’s
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recommendations can assist in building focused interventions and educational campaigns to eliminate
mental health stigma and increase attitudes toward getting help. The study by Gaiha et al. (2020)
provides valuable insights into mental health stigma among young people in India, but further research
is needed in other cultural contexts and among specific demographics like university students.
Holtz et al. (2020) shed light on college students’ views of a smartphone mental health app. It
emphasizes the relevance of perceived usefulness and ease of use in technology adoption. However, the
study is limited to a specific app (MySSP) and a specific university demographic, creating a gap in
understanding mental health app impressions and attitudes among a wider spectrum of university
students. This study examines how online programs reduce mental illness stigma among university
students. Project-based learning, clinical simulations, and E-contact improved attitudes and stigma. This
study has a tiny sample size from a specific institution, limiting its generalizability.
Rodríguez-Rivas et al. (2021) used a controlled design and validated tools to assess mental
illness stigma, which were strengths. The program’s variety shows a holistic approach to stigma
eradication. Participant satisfaction with the program demonstrates its efficacy. The findings cannot be
generalized to all university students due to the small sample size and study environment. Schizophrenia
stigma was the study’s sole emphasis. Replicating and expanding these findings in other demographics
and settings requires more investigation.
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Social identity theory can be used to analyze university students’ perceptions of mental health
stigma and their willingness to seek care (Harris et al., 2020). Social identity theory stresses how
identities and group memberships affect people’s attitudes, behaviors, and interactions. Social identity
theory can assist universities in analyzing how students’ connections with their academic major, cultural
group, or other social groupings may affect their mental health stigma views and willingness to seek
care. In a sample of Tunisian college students, Fekih-Romdhane et al. (2021) examined stigma’s effects
on help-seeking intentions and mental illness disclosure. The researchers administered the “Community
Attitudes toward the Mentally Ill” assessment, the “Mental Health Knowledge Schedule,” and the
“Reported and Intended Behavior Scale” to 714 college students. The findings showed participants’
stigma, help-seeking intentions, and mental illness knowledge.
This study examines university students’ mental illness knowledge, attitudes, and help-seeking
behaviors (Rudolf et al., 2022). The data highlights students’ shame and reluctance to seek mental health
care. However, this study only examined Tunisian college students. Thus, its conclusions may not apply
to other groups.
Regarding strengths, Fekih-Romdhane et al. (2021) used validated questionnaires to assess
stigma, help-seeking intentions, and mental illness knowledge. The huge sample size boosts statistical
power and dependability. The study illuminates mental health stigma and help-seeking in Tunisia
through college students’ attitudes and beliefs. Limitations must be considered. The study’s cross-
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sectional design limits causal interpretations and temporal correlations between variables. Self-reported
surveys may be prone to social desirability bias and may not fully represent actual help-seeking
activities.
In conclusion the research proposal investigates university students’ views regarding seeking
help for mental health difficulties and their opinions of stigma around mental illness. The material
already in existence emphasizes the stigma and obstacles that young people, even college students, face
when trying to get help (Sun et al., 2021). The studies we analyzed indicate that anti-stigma
interventions and educational campaigns can successfully lessen the stigma associated with mental
health and change attitudes toward seeking help. However, more investigation is required to
comprehend how the stigma around mental illness is seen more broadly among college students and to
create specialized interventions that cater to the unique requirements of this group.
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References
Fekih?Romdhane, F., Chebbi, O., Sassi, H., & Cheour, M. (2021). Knowledge, attitude and behaviours
toward mental illness and help?seeking in a large nonclinical Tunisian student sample. Early
intervention in psychiatry, 15(5), 1292-1305.
https://onlinelibrary.wiley.com/doi/abs/10.1111/eip.13080
Gaiha, S. M., Taylor Salisbury, T., Koschorke, M., Raman, U., & Petticrew, M. (2020). Stigma
associated with mental health problems among young people in India: a systematic review of
magnitude, manifestations and recommendations. BMC psychiatry, 20, 1-24.
https://link.springer.com/article/10.1186/s12888-020-02937-x
Holtz, B. E., McCarroll, A. M., & Mitchell, K. M. (2020). Perceptions and attitudes toward a mobile
phone app for mental health for college students: qualitative focus group study. JMIR Formative
Research, 4(8), e18347. https://formative.jmir.org/2020/8/e18347/
Rodríguez-Rivas, M. E., Cangas, A. J., & Fuentes-Olavarría, D. (2021). Controlled study of the impact
of a virtual program to reduce stigma among university students toward people with mental
disorders. Frontiers in psychiatry, 12, 632252.
Shahwan, S., Lau, J. H., Goh, C. M. J., Ong, W. J., Tan, G. T. H., Kwok, K. W., … & Subramaniam, M.
(2020). The potential impact of an anti-stigma intervention on mental health help-seeking
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attitudes among university students. BMC psychiatry, 20(1), 1-14.
https://bmcpsychiatry.biomedcentral.com/articles/10.1186/s12888-020-02960-y
Harris, J. R. A., Crumb, L., Crowe, A., & McKinney, J. G. (2020). African Americans’ Perceptions of
Mental Illness and Preferences for Treatment. Journal of Counselor Practice, 11(1).
Sun, S., Goldberg, S. B., Lin, D., Qiao, S., & Operario, D. (2021). Psychiatric symptoms, risk, and
protective factors among university students in quarantine during the COVID-19 pandemic in
China. Globalization and health, 17(1), 1-14.
https://globalizationandhealth.biomedcentral.com/articles/10.1186/s12992-021-00663-x
Daehn, D., Rudolf, S., Pawils, S., & Renneberg, B. (2022). Perinatal mental health literacy: Knowledge,
attitudes, and help-seeking among perinatal women and the public–a systematic review. BMC
Pregnancy and Childbirth, 22(1), 1-22. https://doi.org/10.1186/s12884-022-04865-y
Ahorsu, D. K., Sánchez Vidaña, D. I., Lipardo, D., Shah, P. B., Cruz González, P., Shende, S., … &
Schoeb, V. (2021). Effect of a peer?led intervention combining mental health promotion with
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coping?strategy?based workshops on mental health awareness, help?seeking behavior, and
wellbeing among university students in Hong Kong. International journal of mental health
systems, 15, 1-10. https://link.springer.com/article/10.1186/s13033-020-00432-0
Prowse, R., Sherratt, F., Abizaid, A., Gabrys, R. L., Hellemans, K. G., Patterson, Z. R., & McQuaid, R.
J. (2021). Coping with the COVID-19 pandemic: examining gender differences in stress and
mental health among university students. Frontiers in psychiatry, 12, 650759.
https://www.frontiersin.org/articles/10.3389/fpsyt.2021.650759/full