Research Presentation
good-student-2014
example_2.pptxEffects of Parental Conflict on Adolescent Adjustment
Catherine Jewell
ESPY 621
Comparative Analysis
The purpose of this presentation is to compare two research studies.
The topic of the comparison is the effect of parental conflict on adolescent adjustment.
Research includes four studies of which two will be compared.
Study A – Forehand, McCombs, Long, Brody, and Fauber
Conducted by: Rex Forehand, Amanda McCombs, Nicholas Long, Gene Brody, and Robert Fauber
Title: Early adolescent adjustment to recent parental divorce: The role of interparental conflict and adolescent sex as mediating variables
Date of study: December 30, 1987
Purpose of the study
To determine if a relationship exists between parental conflict after divorce and adolescent adjustment and whether gender of the child influences the outcome.
Study Summary
Studied 96 adolescents aged 11 – 15 years old.
Participants were equally divided between gender.
Used teacher completed measures of behavior to assess:
Social and social withdraw behavior.
Cognitive function.
Externalization of problems.
Study sought to determine if parental conflict was causal to poor adolescent adjustment and if there were any differences between male and female adolescents.
Study Design
This study was conducted using a correlational design.
Researchers conducted study to determine if relationships between high parental conflict and adolescent adjustment existed.
Researchers compared several groups of adolescents from homes with intact parents, divorced parents, high conflict, and low conflict to determine relationship.
No changes were made within the groups to affect an outcome.
Method
Original sample size: 170
Participants included: 96 adolescents equally divided by gender and their mothers
Participants were recruited through notices, fliers, direct mail advertising, and local media advertising.
Participants were selectively placed in eight groups of 12 students.
Groups were broken down by socioeconomic status, parental marital status, parental conflict (high vs. low), and gender.
Parental conflict was determined using the O’Leary-Porter Scale. High conflict was defined as means lower than 30; low conflict was defined as means higher than 30.
Findings were based on surveys completed by the child, parent, and teacher and observational sessions.
Method II
Several survey instruments were utilized in the study:
O’Leary-Porter Scale – determinant of level of parental conflict.
> 30 – High conflict family
< 30 – Low conflict family
Married family average mean – 30
Four groups were classified low conflict – mean 34
Four groups were classified high conflict – mean 24
Teacher’s Rating Scale of Child’s Actual Competence (TRS) – assesses the teacher’s judgment of actual competence of the child.
The Revised Behavior Problem Checklist Subscales Conduct Disorder and Anxiety Withdrawal (RBPC) – used to assess internalization and externalization of problems.
Method III
Independent variables
Parental marital status – married vs. divorced
Parental conflict – low vs. high
Gender of adolescent – male vs. female
Dependent variables
Cognitive functioning – GPA & TRS Cognitive Scale
Social Withdrawal – (RPBC Anxiety Withdrawal Scale, behavioral ratings of social problem-solving, positive communication, and depression.
Externalizing problems – RBPC Conduct Disorder Scale, behavioral rating of conflict
Method IV
Videotaped observational data of mother/child interactions were rated by observers unaware of study purpose.
Six observers used a Likert scale range from very little to very much to rate the following:
Social problem-solving ability
Positive communication
Conflict
Adolescent’s level of depression
Observers’ mean score was used in analysis.
Reliability was calculated to overcome interrater variability.
Academic grades were noted.
Adolescents’ social studies teachers completed the Teacher’s Rating Scale and the Revised Behavior Problem Checklist.
Method V
Researchers present a correlation matrix of dependent variables to conduct an analysis of covariance.
Statistical calculations include:
Analysis of covariance.
Standard error of the sample
Standard deviation
Mean
Multivariate analysis of variance
The researchers conducted a similar study with different participants but similar results to provide replication results.
Review of Method
Researchers offered payment to participants which questions validity of the sample.
Observation time was only 3 minutes which limits validity and reliability.
Inter-rater reliability was overcome by using six different observers who have no knowledge of study focus.
Generalization is questionable due to restrictions in the study.
Sampling is questionable due to methodology used to find participants.
Study Findings
Researchers did find correlations between parental conflict and adolescent adjustment.
Little support for findings that divorce causes negative adolescent adjustment.
Study provided evidence that high parental conflict is detrimental to cognitive functioning of the adolescents resulting in reduced grade point averages.
Gender did not mediate effects of parental conflict.
Conclusions
Study determined that high parental conflict is detrimental to both cognitive and social functioning of early adolescents.
Both boys and girls suffer from increased social withdrawal, depression, and reduced grades when parental conflict is high.
Theoretical Perspective
The researcher’s hypothesis that high parental conflict causes poor functioning among early adolescents shows a contextual perspective.
Contextual theorists believe that the environment must factor into development. This study seeks to show a negative environment caused by parental conflict negatively impacts adolescent development.
In my opinion, the environment does impact development and this study is an excellent example of one mitigating negative impact, parental conflict and its impact on the adolescent’s development.
Citation
Forehand, R., McCombs, A., Long, N., Brody, G., & Fauber, R. (1988). Early adolescent adjustment to recent parental divorce: The role of interparental conflict and adolescent sex as mediating variables. Journal of Consulting and Clinical Psychology, 56(4), 624-627. doi: 10.1037/0022- 006x.56.4.624
Study B – Davies and Lindsay
Conducted by Patrick T. Davies and Lisa L. Lindsay
Title: Interparental conflict and adolescent adjustment: Why does gender moderate early adolescent vulnerability?
Date of study: May 13, 2003
Purpose of study
To determine what role gender plays in adolescent adjustment of children from homes where high parental conflict is present.
Hypothesis
Maladjustment is higher among girls than boys when parental conflict is high.
Study Summary
Studied 270 children aged 10 – 15 years old.
Children completed survey packets at school with a trained research assistant.
Parents were asked to complete mailed surveys which assessed levels of conflict and child functioning within the home.
To address adolescent adjustment, children completed the Youth Self-Report; parents completed the Child Behavior Checklist.
Study sought determine if adolescent adjustment varied between gender in cases with interparental conflict present.
Study Design
The study was conducted using a correlational design.
Researchers conducted study to determine if a relationship existed between adolescent development and parental conflict.
Researchers compared groups of children and parents to determine conflict and adjustment levels.
No changes were made to the groups.
Method
Original sample size: 1,032 students
Participants included: 270 children divided equally between gender.
Used parental and child self-reported surveys to assess:
Interparental conflict
Child functioning
Study sought to determine if moderate levels of parental conflict negatively impacted adolescent adjustment and if there were any differences between gender.
Method II
Several survey instrument were utilized in the study:
Children completed:
The Frequency, Intensity, Resolution, and Content subscales of the Children’s Perception of Interparental Conflict Scale
Children’s Sex Role Inventory
Anxious/Depressed, Withdrawn, Delinquent Behavior, and Aggressive Behavior scales from the Youth Self-Report and Child Behavior Checklist
Parents completed:
Comparable subscales from the Conflict and Problem-Solving Scales & the Verbal Aggression, Physical Aggression, and Child Involvement subscales.
Anxious/Depressed, Withdrawn, Delinquent Behavior, and Aggressive Behavior scales from the Youth Self-Report and Child Behavior Checklist
Method III
Independent Variables
Parental marital status – married, separated, divorced
Parental conflict – low vs. high
Gender of adolescent – male vs. female
Dependent Variables
Internalizing problems – Withdrawn and Anxious/Depressed Scale
Externalizing problems – Delinquent and Aggressive Behavior Scale
Method IV
Researchers provide substantial statistical information for each factor.
Statistical calculations include:
Alpha Coefficient
Mean
Standard Deviation
Intercorrelation
Researchers include information for replication, internal consistency, reliability, and validity.
Review of Method
Researchers offered rewards for participation to both the parents and children which calls motive into question.
Researchers include information to show that reward did not distinguish those included in the sample and those who did not participate.
Researchers provide statistical evidence of internal consistency, reliability, and validity for each measure.
Generalization is questionable due to limitations of the study including limited ethnic and socioeconomic diversity.
Sampling is questionable because study only used one geographic area with little ethnic or socioeconomic diversity.
Study Findings
Researchers did find evidence of relationship between high parental conflict and problems in adolescent adjustment.
Study determined girls internalize issues while boys externalize.
Researchers encourage the use of the study to assist teachers, parents, and psychologists in helping adolescents adjust to divorce and continued parental conflict.
Study encourages using different techniques for teaching boys and girls coping skills.
Conclusions
Study determined that girls and boys do develop different adaptive skills when dealing with high parental conflict.
Both boys and girls struggle with adjustment when homes include high amounts of parental conflict.
Understanding these differences will allow teachers, parents, and psychologists to assist in teaching productive coping and problem-solving skills.
Theoretical Perspective
The hypothesis that high conflict homes cause differences in development between boys and girls shows a contextual perspective.
Contextual theorists believe that environmental factors influence and impact development.
The study determined the negative environment of high parental conflict negatively impacts both male and female adolescent development.
In my opinion, this study offers substantial evidence that negative environment can create adjustment problems for children which is the key theory of contextual development.
Citation
Davies, P., & Lindsay, L. (2004). Interparental conflict and adolescent adjustment: Why does gender moderate early adolescent vulnerability. Journal of Family Psychology, 18(1), 160-170. doi: 10.1037/0893-3200.18.1.160
Take Home Message
Both studies show a correlation between high parental conflict and adolescent adjustment and depression.
As instructors, psychologists, and child-development experts this information needs to be incorporated into school counselor programs and family courts.
While more study needs to be done, I believe the results of both studies agree that parental conflict needs to be controlled if adolescent development is to occur in a positive manner.
Strategies need to be implemented in schools to realize the impact high parental conflict has and to recognize the issue in students.
References
Davies, P., & Lindsay, L. (2004). Interparental conflict and adolescent adjustment: Why does gender moderate early adolescent vulnerability. Journal of Family Psychology, 18(1), 160-170. doi: 10.1037/0893-3200.18.1.160
Forehand, R., McCombs, A., Long, N., Brody, G., & Fauber, R. (1988). Early adolescent adjustment to recent parental divorce: The role of interparental conflict and adolescent sex as mediating variables. Journal of Consulting and Clinical Psychology, 56(4), 624-627. doi: 10.1037/0022-006x.56.4.624
Johnson, P., Thorngren, J., & Smith, A. (2001). Parental divorce and family functioning: Effects on differentiation levels of young adults. The Family Journal, 9(3), 265-272. doi: 10.1177/1066480701093005
Long, N., Slater, E., Forehand, R., & Fauber, R. (1988). Continued high or reduced interparental conflict following divorce: Relation to young adolescent adjustment. Journal of Consulting and Clinical Psychology, 56(3), 467-469. doi: 10.1037/0022-006x.56.3.467
Rubric
Evaluation Rubric for Research Presentation
Total Assignment = 100 pts (=23% of course grade) 10 pts -- Your research question/ appropriate selection of articles and presentation length--total presentation should be no shorter than 20 and no longer than 40 slides 45 pts -- Summary of each study; please include for each study the following. a. Purpose of Study--what are the study's research questions? (6 pts) b. Design --First, answer this question: is this study experimental?, quasi-experimental?, or correlational? Experimental=are there randomly assigned groups that were treated differently?, Quasi-Experimental--are there groups that naturally occurred--e.g., smokers vs. non-smokers--that were treated differently by the researcher?, Correlational--a group is described and the results show differences among the group members? Second, IF the study has a developmental focus, analyze the developmental design: cross-sectional, longitudinal, or sequential. (6 pts) c. Methods--include participants, materials/instruments, data collection techniques, and data analysis techniques. After summarizing the methods, analyze what the researchers did in terms of the criteria of 1) objectivity, 2) reliability, 3) validity, 4) representative sampling, and 5) replication. (21 pts)
Rubric II
d. Findings--look for information indicating significant differences--connect the findings back to the research hypotheses. The findings should be contained in the Results section of the paper (6 pts) e. Conclusions--summary of authors' interpretations from Discussion section (6 pts) 15 pts--Theoretical Perspective--what are the researchers' (probably implicit) perspectives on human development?--defend your decisions for each study with reasons (from the purpose, design, data collection and analysis, results, and interpretation); you should 1) identify (2 pts), 2) explain (5 pts), and 3) defend (8 pts) whether the perspective of each study is organismic, cognitive-developmental, cognitive-learning, behavioral, psychodynamic, contextual, or humanistic. If possible to determine the specific theory being tested by the study, further analyze the origins of the developmental approach being used. Be sure to defend your point of view. 15 pts -- Take Home Message--having read these two studies (notice this is a comparative analysis), what do you now believe? (=conclusions, 5 pts) What other questions do you have? (=future research questions, 5 pts) What can you not know for sure? (=limitations, 5 pts)
Rubric III
15 pts -- Communicative Effectiveness a. Presence of a brief introduction and conclusion (2 pts) b. Does paper flow? (please use headings) (3 pts) c. Are words misspelled or used incorrectly, are subject-verb agreements correct? (4 pts) d. Correct use of in-text citation (e.g., refer to studies by the authors' last names and year of publication)--please note that the only proper way to refer to a study in formal writing is by the last names of the authors and the year of publication. No article titles should appear in the narrative. (3 pts) e. Style of references (3 pts) For both d. and e. please follow the APA Manual of Style, 6th ed. An APA tutorial is available under the Cunningham Memorial Library's home page (see online tutorials). Please post your presentation as an attachment (with document in Power Point or Word or rtf, preferably) under the Research Presentations Forum of the Discussion Board by the due date listed in the Calendar (under Tools).
