Posted: November 29th, 2014

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escription

This paper is a research proposal for an experiment in social psychology. I do not have the exact topic for the research, this will be up to the writer but it has to be relevant to social psychology. I have attached the specific instructions for the research proposal as well as a sample research proposal that will show what the end product should look like. This sample is an example of what I expect the end product to look like, including the quality of writing. The end product must follow the instructions exactly. The cover page does not count toward the 9 pages I am paying for; if this is a problem, I can do the cover page myself.

1
RESEARCH PROPOSAL GUIDE
PSYC308 – Research Methods
General outline to follow:
Your research proposal should be written in APA format and should address or answer the relevant questions below each heading. Make sure you write each section in the appropriate verb tense and refer to the APA Manual to confirm the inclusion of the appropriate information in each section.
Section Section title Approx. # of pgs. Points
A
Cover Page
1
5
B
Abstract
0.5
10
C
Introduction
3
50
D
Theory & Hypotheses
2
40
E
Methods
? Design (must state the exact type of your research design – e.g., observational, survey, experimental, case-study, etc.)
? Participants (describe the demographic characteristics of your potential participants)
? Measures (what will you measure and how will you measure them?)
? Procedure (what will the participant be asked to do? Describe step-by-step what the participant will be asked to do)
3
75
F
Results (what you expect to find)
0.5
5
G
Discussion / Implications
2
75
H
References
1
5
I
Appendices
Any # (not counted towards total)
10
Overall
Spelling, grammar, organization
N/A
25 Totals Ideal=12 to 14-pgs 300-pts
2
A. Cover Page
– Running Head
– Page Header
– Title, Author, Institution
B. Abstract
An abstract is a short summary (about ½-page) of your research proposal.
C. Introduction
1. Your first sentence of your introduction should identify the research problem. This sentence or two should address why the research is important and what you are hoping to accomplish. What is the problem under investigation?
2. Next, you should complete a literature review (3 to 5 peer-reviewed journal articles; not magazines or books). Your review of the literature should only include the most recent or relevant articles. Through the use of previous research, you should develop the general background of the research problem and identify research holes to show how your experiment can further research in the field.
D. Theory & Hypotheses
1. Theory: A theory is an “explanation” for why a phenomenon occurs. If your theory does not follow the word “because,” it is likely NOT a theory. So, be sure to use this test before presenting your theory
2. Hypothesis: Hypothesis is a predictive statement containing independent & dependent variables
Dependent variable
– What outcome behavior are you going to measure?
– How often are you going to measure the behavior?
Independent variable or variables
– What predictor variable are you going to manipulate?
– Describe (in detail) the levels of the independent variable.
E. Method
In this section you should discuss how you are going to meet the goals discussed in the introduction. This portion of the proposal is broken down further into questions you should answer within each subsection.
1. Design
– What is your research design? You must state the “TYPE” of research design you plan to use to test your hypotheses. A sample set of various designs are given below:
o Non-experimental Designs
? Observational design – direct vs. indirect
? Survey design – need to specify the type of administration
o Experimental design
3
? Independent Groups Design
? Repeated Measures
2. Participants
– Who are your participants going to be? (i.e., What is the gender, age education, race, etc. of your participants?)
– How many participants are you going to have?
– How are you going to recruit them?
– How are you going to assign them to groups?
– How are you going to compensate them (if any compensation is involved)?
– What criteria will you use for participation in your project?
3. Measures / Materials
– What apparatus are you going to use?
– What materials are you going to use?
– Are you going to administer any psychological tests? If so, which ones and what are their reliabilities and validation information? **this is usually found in the article
– Are there any special supplies you require?
– Do you need an apparatus or device to observe or record behavior?
4. Procedure
– What will happen in your experiment?
– Where is your study going to take place? (Describe where the data will be collected)
F. Results
Results section typically discusses the results of your data analyses. Since you WILL NOT be collecting actual data, you will simply state what you EXPECT to find (basically, a reiteration of your hypotheses)
G. Discussion / Implications
– What will be the implications of the results (to society) if your hypotheses are confirmed?
– What will be the implications of the results if your hypotheses are not confirmed?
– Discuss limitations (potential weaknesses) of your design & and what you might do differently next time?
H. References

Running Head: REDUCING WORKPLACE STRESS 1
PSCY308 Research Methods Reducing Workplace Stress: Do Gender and Ethnic Differences Exist? Mary-Ann SAMPLE Month ##, YEAR Golden Gate University
Running Head: REDUCING WORKPLACE STRESS 2
Abstract This study will examine differential responses to stress management intervention programs by both gender and ethnicity and also explore the effectiveness of secondary stress management intervention programs used in the workplace. 900 participants will be randomly assigned to one of three intervention groups: cognitive behavior therapy, arousal reduction and no treatment. It is predicted both gender and ethnic differences will be found for reported stress levels and perceived stress coping skills. Limitations of the study will be discussed along with implications for future research.
Running Head: REDUCING WORKPLACE STRESS 3
Introduction Reducing Workplace Stress: Do Gender and Ethnic Differences Exist? The study of stress and its impact on the workplace has gained significant attention in the last decade. As stress has become an unavoidable hindrance for the global workforce, the implications of workplace stress are becoming a growing concern for organizations. For instance, stress plays a significant role in up to 80% of work-related injuries and 40% of workplace turnovers (Richardson & Rothstein, 2008). In addition, work-related stress has been associated with a host of adverse outcomes for employees; psychological issues such as decreased job satisfaction and motivation as well as physiological issues of high blood pressure, ulcers and cardiovascular disease have been reported as job-related stress consequences (Giga et al., 2003). Ultimately, stress-related issues can lead to internal workplace conflicts, resulting in high turnover and increased costs associated with sick leave and worker disability (Nigam et al., 2003). In response to the serious implications of job-related stress, organizations have adopted stress management intervention (SMI) programs to reduce the stress of their workforce (Richardson & Rothstein, 2008). Published evaluations of SMIs typically categorize programs by level of prevention- primary, secondary and tertiary- as reported by Nicolson et al. (1988) and Richardson and Rothstein (2008). Primary interventions focus on altering sources of stress at work and include such techniques as job redesign. Secondary intervention programs aim to reduce the severity of stress symptoms and include cognitive behavioral therapy, exercise, relaxation programs, journal writing and meditation (Richardson & Rothstein, 2008). Tertiary programs are more focused on treating employee’s health conditions and often include the use of Employee Assistance Programs (EAPs) (Richardson & Rothstein, 2008).
Running Head: REDUCING WORKPLACE STRESS 4
Based on a recent meta-analysis of Richardson and Rothstein (2008) which examined 36 experimental studies of stress management interventions, secondary programs aimed at the individual level were found to be the most commonly used in the workplace (Richardson & Rothstein, 2008). Importantly, studies included in the analysis were required to meet specific criteria: only experimental evaluations of primary and secondary programs were to be examined, that the studies only included participants from a working population, and that each study included a random assignment of subjects to treatment and control conditions. Based on their findings, cognitive behavior interventions were found to be the strongest at reducing workplace stress although relaxation techniques are the most commonly used intervention. Other studies examining the effectiveness of stress reduction programs have reported mixed results (Bond & Bunce, 2000; Giga et al., 2003; Richardson & Rothstein, 2008). One potential explanation is that workplace SMI research suffers from methodological weaknesses and that proper systematic research involving scientific assessments are rare (Bond & Bunce, 2000; Bunce, 1997; Giga et al., 2003; Richardson & Rothstein, 2008). Moreover, Ganster et al. (1982) contend the need for research examining specific strategies for managing organizational stress as most interventions reviewed are based solely on professional opinions without any sort of scientific rigor. Another concern with SMI programs is individual differences which may affect intervention outcome. Bunce (1997) reports the challenge of determining which stress reduction techniques are most effective and that a new generation of SMI research is needed to examine specific factors which may influence outcome. Such factors include age, psychological influences, self-esteem, cultural background and exposure to strain prior to invention. Furthermore, Rausch et al. (2008) suggest a more thorough evaluation of individual differences
Running Head: REDUCING WORKPLACE STRESS 5
in how people respond to stress reduction interventions is necessary as programs may need to be specifically tailored to the individual. Rausch et al. (2008) report that available research regarding individual differences focus mainly on dispositional personality traits as moderators of stress reactivity. The authors also discuss that although gender and racial differences have been reported for global levels of stress, less attention has been devoted to understanding the role of these variables in stress reduction. One gender difference found in stress response is that women tend to report experiencing cognitive stress more often than men, who report experiencing more physiological or somatic stress than women (Rausch et al., 2008). Also, an experiment conducted by Rausch et al. (2008) found relaxation programs most effective in reducing women’s general anxiety and that women overall respond better to stress reduction techniques than men (Rausch et al., 2008). Current studies published on ethnic differences are less available than those examining gender, specifically when administering secondary interventions (e.g., relaxation techniques) (Rausch et al., 2008). Available studies have shown African American women more often report a lack of personal motivation to make behavioral changes compared to their white counterparts and that they are less likely to continue to exercise and are typically more frustrated with insufficient results compared to white female participants (Young et al., 2001). Furthermore, physiological research reports African Americans tend to respond to both mental and physical stressors with greater somatic symptoms (e.g., increased blood pressure) compared to European Americans (Rausch et al., 2008). As one’s cultural background may also account for differences in stress coping strategies, previous research suggests Asian cultures utilize emotion-focused coping strategies in response to stress compared Western culture’s use of problem-focused coping strategies (Ong & Moschis,
Running Head: REDUCING WORKPLACE STRESS 6
2009). Emotion-focused strategies are intended to manage consequent emotions through cognitive processes such as avoidance, selective attention and seeking out consonant information from the environment to minimize threat (Ong & Moschis, 2009). Conversely, problem-focused coping concentrates on managing the stressful situation by developing new standards of behavior and engaging in direct action. Although the reasons for such cultural differences may not be entirely understood, collectivism-individualism orientation and religion may provide explanation for choosing specific stress coping responses (Ong & Moschis, 2009). Theory and Hypotheses The purpose of this present study is to examine (a) the differential responses to secondary stress management intervention programs by gender and ethnicity and (b) whether specific SMIs have a significant impact on reducing workplace stress. Little research has empirically examined whether gender and ethnic differences exist in reducing workplace stress. Furthermore, as SMI research demonstrates CBT interventions are most effective in reducing employee’s stress levels (Richardson & Rothstein, 2008), quality experiments using a random assignment of subjects to both treatment and control groups are in need to better understand SMI programs. The participants chosen for this study will be 900 government employees of the US department of Health and Human Services (HHS). Hypothesis 1: Based on the findings that women respond better to stress reduction interventions that men, it is predicted women will report lower levels of stress and greater perceived stress-coping skills compared to men for both treatment conditions.
Running Head: REDUCING WORKPLACE STRESS 7
Hypothesis 2: Consistent with the findings reviewed thus far, it is predicted European American subjects will report lower levels of stress for both treatment conditions compared to Asian and African-American subjects. Hypothesis 3: As SMIs have shown to be effective in reducing workplace stress, it is predicted the treatment subjects of the CBT group will report the lowest levels of stress compared to the relaxation and no-treatment group. Methods Design In order to examine the main effects predicted for each of the three independent variables, a 2 (gender) x 3 (ethnicity) x 3 (stress management intervention) factorial design will be used. The independent variables of this study are gender (male, female), ethnicity (African American, Asian American, and European American) and intervention type (CBT, arousal reduction and no treatment). The dependent variables of this study are participant’s reported stress levels and perceived stress coping skills. This study uses an independent groups design in that each subject participates in only one condition of the independent variable. Participants will be randomly assigned to each intervention group as this balances individual differences across each condition. Participants An a priori power analysis will be used to determine the needed sample size in order to achieve adequate power. However, for this proposal, it will be assumed a sample size of 900 participants (50 participants for each condition) will produce a medium treatment effect. The participants will be recruited from a population sample of roughly 32,000 Health and Human
Running Head: REDUCING WORKPLACE STRESS 8
Services (HHS) employees. The HHS is responsible for activities such as performing health and social science research, assuring the safety of drugs and foods administered throughout the US, and properly administrating Medicaid and Medicare benefits. Participants who identified themselves as European American, African American, and Asian American will be included in this study. Participants will be recruited by conducting an informal training seminar on the agency’s campus about job stress to which all employees will be invited. Toward the end of the presentation, information about the study will be disclosed such as its purpose and length as well as the questionnaires participants will need to fill out. Informed consent will be obtained from each participant and will also be offered an incentive for their participation. Participants will also be required to sign a confidentiality agreement as each participant is not to talk about the treatment with subjects from other treatment groups. Measures Data for this study will be obtained using two separate measures which will examine both subject’s stress level and perceived stress-coping skills. The concept of stress has been operationalized and measured in several ways, although most commonly through psychological measures of stress, anxiety, general mental health, and job/work satisfaction. Participants will be asked to complete the Stress Management Questionnaire (SMQ) of Peterson and Lawrence (1982) in order to measure stress levels. The SMQ will be administered once participants have completed treatment. The questionnaire consists of seven ‘stress coping skills’ subscales: hostility, perfectionism, time-orientation, disappointment, negative mood, under achievement and relaxation. Perceived stress-coping skills are defined and measured in several ways, including self-care, social support, recreational activities and rational and cognitive coping skills. The
Running Head: REDUCING WORKPLACE STRESS 9
Occupational Stress Inventory (OSI-R) of Samuel Osipow (1981) will be used as a post-test measure of subject’s perceived stress coping skills. The inventory consists of 140 items total distributed among 14 scales which address aspects of occupational role stress, personal response to workplace stress and individual’s coping resources. A demographic questionnaire will be administered prior to the study in order to assess participant characteristics including age, gender, ethnicity, educational background, marital status, income, and previous experience with any forms of stress management intervention therapy. These demographic variables chosen have shown significant relationships to stress and stress reactivity (Rausch et al., 2008). Procedure Participants will be asked to first fill out a demographic survey before treatment. Once completed, subjects will be randomly assigned to one of three treatment groups. Once treatment is completed, participants will fill out the SMQ to measure stress levels and OSI-R to measure perceived stress coping skills. Participants of the cognitive behavior therapy group will meet two times a week for one hour sessions during their work day. Licensed therapists will administer the cognitive behavior therapy treatment to the subjects. The program will focus on the following components: psycho-education concerning stress response and consequences of stress, time management training, cognitive restructuring, and assertiveness training. The groups will comprise of no more than twenty individuals per session. Similar to the CBT group, the arousal reduction intervention program will be held two times a week, one hour for each session during their work day. This program will focus on meditation, deep breathing exercises, journal writing and relaxation therapy. Again, licensed
Running Head: REDUCING WORKPLACE STRESS 10
therapists who have experience administering such interventions will guide participants through the various exercises. Treatment will be administered to participants in groups no more than twenty at a time and each session will be held in a room on campus. The third condition is the no treatment group. Participants are required to read an online article (no more than 3 pages) regarding workplace stress. Once the article has been read, participants will answer 4 short questions regarding the content of the article. Participants will have four days to complete the assignment. Answers will be submitted online. Results Participant’s ratings from the SMQ and the OSI-R will be used to measure both stress levels and stress coping skills. Descriptive statistics such as the mean and standard deviation for each independent variable will be obtained. A multivariate analysis of variance (MANOVA) will be conducted in order to determine the effects of gender and ethnicity on stress levels and perceived stress-coping skills. Based on the initial hypotheses, a main effect is expected for: gender and both reported stress level and perceived stress-coping skills; ethnicity and reported stress levels; and CBT and reported stress level. Post-hoc analyses using Tukey’s B will also be used to examine gender/ethnic group differences. Discussion If the current study reports findings consistent with the listed hypotheses, the gender and ethnic differences found in stress reduction and stress coping skills may be applied to larger working populations. Furthermore, these results may also provide organizations with valuable
Running Head: REDUCING WORKPLACE STRESS 11
information regarding the effectiveness of specific stress management interventions and the impact of individual differences on such programs. A benefit of this proposed study is that a true experimental design was used, thus controlling for threats to internal validity. Each condition of the experiment was held constant, meaning each participant received the exact same treatment in each intervention variable group and completed the same questionnaire at the conclusion of the study. Holding conditions constant ensures that the independent variables are the only factors that differ across each group and that changes in the participants behavior are not due to alternative causes. Also, participants of this study were randomly assigned to a condition, forming comparable groups by balancing the subject’s individual differences across the conditions. Limitations Specific limitations of this study will need to be addressed for future research. First, the method of collecting data relies solely on self-report scales to measure participant’s level of stress and coping skills, raising concern of the reliability of the subject’s responses. For example, studies have reported that males self-report more physical relaxation than females and that women report relaxation works best for cognitive aspects whereas men report improvements in the physical domains (Rausch et al., 2008). Based on such gender differences, it may be beneficial for future studies to use physiological measures (e.g., blood pressure, weight) and direct observation along with psychological measures as this can provide additional information regarding participant’s stress responses. Although this study does use an experimental design which can increase external validity, participants are recruited only from one specific geographic location and also from a single industry. Thus, conclusions drawn from this study about cause and effect relationships may not
Running Head: REDUCING WORKPLACE STRESS 12
generalize to all working populations. Reactivity is also a concern in that cause and effect relationships of this study may occur as an effect of working with the participants and not because of the actual treatment. Another limitation is that this study only focuses on two stress management interventions. Several studies have discussed the benefits of using other types of programs such as exercise, biofeedback, journal writing, job-redesign, and so forth. Furthermore, this study focuses only on secondary intervention programs aimed at the individual level. Future studies using experimental designs need to include interventions aimed at both the primary (organizational) and secondary levels when implementing intervention programs. Lastly, although it is expected for CBT therapy to be most effective at reducing participant’s stress levels, the feasibility of organizations implementing such programs is of question. Thus, it may be useful to design a program using CBT methods but that also includes self-taught techniques through books and DVDs. Overall, this study may help shed some light on gender and ethnic differences in stress response and also which commonly used SMI programs may be most effective in reducing workplace stress.
Running Head: REDUCING WORKPLACE STRESS 13
References
Bond, F. W., & Bunce, D. (2000). Mediators of change in emotion-focused and problem-focused
worksite stress management interventions. Journal of Occupational Health Psychology,
5(1), 156-163.
Nigam, J. A. S., Murphy, L. R., & Swanson, N. G. (2003). Are stress management programs
indicators of good places to work? Results of a national survey. International Journal of
Stress Management, 10(4), 345-360.
Ong, F. S., & Moschis, G. P. (2009). Stress, coping, and well-being: A study of ethnic
differences among older adults. Journal of International Consumer Marketing, 21,219-
229.
Rausch, S. M., Auerbach, S. M., & Gramling, S. E. (2008). Gender and ethnic differences in
stress reduction, reactivity, and recovery. Sex roles, (59), 726-737.
Young, D. H., Gittelsohn, J., Charleston, J., Felix-Aaron, K., & Appel, L. J. (2001). Motivations
for exercise and weight loss among African-American women: Focus group results and
their contributions toward program development. Ethnicity & Health, 6(3/4), 227-245.

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