Assignment 2: Qualitative Journal Article Review
Assignment 2: Qualitative Journal Article Review
Sukhmani WaraichYorkville University
PSYC 6213: Research Methodology
Dr. Yvonne HindesAugust 7, 2022
Statement of Problem
Approximately 1% to 2% of adolescents suffer from bulimia nervosa, with another 2% to 3% exhibiting bulimia nervosa subtype behaviour. Many people show bulimia nervosa symptoms but do not meet the diagnostic criteria. They may, however, suffer from eating disorder psychopathy. According to the findings, females are likelier to develop this disorder CITATION Kat13 l 4105 (Katie Sandberg, 2013).
Literature Review
Bulimia nervosa is a disorder in which the patient is obsessed with their body image and has an intense fear of gaining weight CITATION Gan84 l 4105 (Gandour, 1984). The individual exhibiting this behaviour will binge eat and then purge what they have eaten in hopes of not gaining weight. Assessment instruments are used in counselling outcome research for bulimia nervosa. The study will be pursued under the phenomenological method, letting the studies experience real-life CITATION Mva10 l 4105 (Adams, 2010).
Research Questions Being Investigated
When developing research on patients with bulimia nervosa, it is critical to use interviews and reports because patients have confessed to less binge eating in self-piece than in clinical consultations. Bulimia nervosa is difficult to diagnose, and it is critical to evaluate the individual from all angles. Because of the severe consequences of this disorder, therapists want to ensure that anyone who requires treatment in a clinical setting receives it. Psychotherapy treatment has effectively treated bulimia nervosa patients in terms of improvement over baseline statistics CITATION Hea06 l 4105 (Heather Thompson-Brenner, 2006).
Method
Participants
A sample of 80 people with bulimia nervosa willing to participate in this study will be asked to complete interviews before and after therapy treatments. Individuals seeking treatment were recruited through local clinics as participants. This is done to ensure that the bulimia nervosa behaviour is established and ongoing, preventing participants from going through a phase. This study requires participants to be between the ages of 15 and 24. This is because adolescents are the age group with the highest prevalence of bulimia nervosa. Male and female participants are welcome to participate in the study. However, based on previous research studies reporting demographics, more females will be expected to participate.
Material
For this study, the bulimia behaviour will be determined as those diagnosed with bulimia nervosa and those who fall into the EDNOS category according to the DSM-V CITATION Dan141 l 4105 (Danielle E. MacDonald, Diagnostic shift from eating disorder not otherwise specified to bulimia nervosa using DSM-5 criteria: A clinical comparison with DSM-IV bulimia, 2014)Procedure
Before participating in the study, participants will be given a consent form to read and sign. A parent or guardian signature will be required for those under 18, and those over 18 will be able to consent for themselves. Autonomy within the research is available if requested, given that this topic is sensitive, and those willing to participate may not want to share their information. Participants eagerly ready to experience will be divided into groups: those who prefer individual therapy sessions and those who prefer group therapy sessions. Those who do not wish to participate in group therapy will not be required to disclose to others that they are receiving individual treatment. However, those who will receive cognitive behavioural treatment and those who will receive interpersonal psychotherapy will be randomly separated. The assessment instruments are specifically designed to determine baseline behaviour outcomes, regardless of the type of therapy received. When being interviewed, participants in group therapy will be asked to consider the motivation of others.
Result
Overall, the findings indicate that individual therapy has a more significant impact than group therapy. According to the results, attending therapy will also improve the baseline for bulimia nervosa patients. Cognitive-behavioural therapy is the most effective treatment for bulimia nervosa. The behavioural part of this therapy is concerned with establishing standard eating patterns and sustaining good eating habits, such as meal planning and nutritional education CITATION Jil17 l 4105 (Jill Hooley, 2017).
Discussion
Summary
When interpreting the findings of this study, it is critical to keep in mind the use of medication before, during, and after treatment. CBT and posttreatment medications (antidepressants) had no significant difference in their effects on patients in one study CITATION Jak17 l 4105 (Jake Linardon 1, 2017). However, this may not be true for all individuals or therapy treatments. It is critical to obtain this information from the patient when they are being evaluated and to note the patients' continued use of the medication during pre-treatment, mistreatment, and post-treatment.
Interpretation
As illustrated in the chart of bulimia inventories, it is critical to employ a variety of scales and questionnaires to determine which may be most effective for the individual (see appendix B, Figure1). Due to the difficulty in diagnosing bulimia nervosa, multiple methods of interviews and self-reports are required CITATION Kat13 l 4105 (Katie Sandberg, 2013). This demonstrates the importance of continuing research to determine whether individual therapy has a more significant impact on patients than group therapy and comparing which treatment they receive.
For Further Study
By better understanding the influences on bulimia nervosa behaviour, further research on this hypothesis (hypotheses) may help patients struggling with bulimia nervosa behaviour find a suitable treatment, help them see their self-worth, and boost their confidence in everyday situations.
Appendix A
Appendix B
Figure 1: Assessment Instruments
Reference
BIBLIOGRAPHY Adams, M. v. (2010). Phenomenological Method. International Encyclopedia of Education (3rd Edition).
Association, A. P. (1980). Diagnostic and Statistical Manual of Mental Disorders, 3rd ed.
Danielle E. MacDonald, T. L. (2014). Diagnostic shift from eating disorder not otherwise specified to bulimia nervosa using DSM-5 criteria: A clinical comparison with DSM-IV bulimia. Eating Behaviors, 15(1), 60-62.
Gandour, M. J. (1984). Bulimia: Clinical description, assessment, etiology, and treatment. Journal of Eating Disorder, 3(3), 3-38.
Heather Thompson-Brenner, S. G. (2006). A Multidimensional Meta-Analysis of Psychotherapy for Bulimia Nervosa. Clinical Psychology: Science and Practice, 10(3) 269-287.
Jake Linardon 1, T. D. (2017). The efficacy of cognitive-behavioral therapy for eating disorders: A systematic review and meta-analysis. Journal of Consulting and Clinical Psychology, 85(11) 1080-1094.
Jill Hooley, J. B. (2017). Abnormal Psychology (17th ed). Pearson.
Katie Sandberg, B. T. (2013). Choosing Assessment Instruments for Bulimia Practice and Outcome Research. Journal of Counseling & Development, 91(3) 367-379.
Final Project: Paper Title (Your Chosen Topic)
Your Name
Yorkville University
PSYC 6213: Research Methodology
Instructor Name
Month Date, 20XX
Indicate the Paper Title (Your chosen Topic from Assignment 1)
[What area of research is your focus? What is your reason for reviewing the literature in this area? Explain the criteria to be used in analyzing and comparing literature and the organization of the review; and, when necessary, state why certain literature is or is not included.
Background
[What is the historical context/background of your topic? What theoretical perspectives frame/inform this topic?]
Problem Statement
[What is the problem being addressed by this literature review and what are the specific research question(s)? What is the purpose of this literature review? Why?]
Literature Review
[Describe the current state of scientific knowledge on your topic. What do we already know about it? What kinds of studies have explored it to date? What research methods were used? Briefly describe the results of these studies, with proper APA referencing. Comment on the studies and their integrity. How well did they add to the knowledge base? Were they flawed in some way? Discuss any gaps or deficiencies. Include descriptive subheadings for the major topic areas.]
Primary Topic. [The heading for these subsections should reflect the topics discussed in each section.]
Secondary Topic. [The heading for these subsections should reflect the topics discussed in each section.]
Summary
[Summarize major contributions of significant studies and articles to the body of knowledge under review, maintaining the focus established in the introduction.]
Implications
[What are the implications of the findings? Support your claims with the text and additional references where possible.]
Ideas for Future Research
[Recommend what research should be conducted next in both the quantitative and qualitative realms. Be specific in the types of methodologies and name the designs you believe to be most suitable. How can the existing work be followed up or extended? What opportunities are there to strike out in new areas of research related to the main topic?
Conclusion
[Conclude your thoughts as to which sourcesmake the greatest contribution to the understanding and development of your chosen topic. Summarize major contributions of significant studies and articles to the body of knowledge under review, maintaining the focus established in the introduction. Evaluate the current "state of the art" for the body of knowledge reviewed, pointing out major methodological flaws or gaps in research,
inconsistencies in theory and findings, and areas or issues pertinent to future study. Discuss specific recommendations for further research in both the quantitative and qualitative realms. If your paper is already nearing the page limit, a short wrap-up will suffice for this section.]
References
[Include 12-20 references in alphabetical order, started on a new page.]
Surname, Initial., Surname, Initial., & Surname, Initial. (Year). Title of journal article with no caps. Title of Journal, Volume number(issue): page numbers.
Surname, Initial. (Year). Book title: No caps except after colon. City, State or Province: Publisher Name.
Assignment 1: Quantitative Journal Article Review
Sukhmani Waraich
Yorkville University
PSYC 6213: Research Methodology
Dr. Yvonne Hindes
July 24, 2022
Abstract
This assignment consists of a Journal Article Review (JAR) on the topic selected for the Final Project: The effectiveness of cognitive behavioural therapy in treating adult females with bulimia nervosa, a dangerous eating disorder in which people consume large amounts of food in a short period. It is an investigational pretest-posttest design related to the Final Project topic. Cognitive therapy and its treatment can be evaluated for efficacy.
Assignment 1: Quantitative Journal Article Review
Statement of Problem
To treat younger women with bulimia nervosa, the efficacy of cognitive behavioural treatment (CBT) in combination with physical activity, nutritional counselling (NC), and (Control) was investigated (BN). The study aimed to determine whether alternative cognitive behavioural therapy therapies could be utilized to treat bulimia nervosa.
Literature Review
The evidence-based therapy for treating BN is CBT CITATION Chr91 l 4105 (Christopher G. Fairburn, Rosemary Jones, Robert C. Peveler, & al, 1991). Binge sequence behaviour, harmful core beliefs, and psychoeducation on healthy eating CBT will all be beneficial. Adding exercise to a schedule has also been shown to lessen BN binge episodes (Levine, 1996). However, no research has compared CBT's effectiveness in treating BN to nutritional counselling or exercise.
Hypotheses to be Tested
Alternative Hypothesis (H): (1) Psychoeducation on healthy eating is said to be less effective in lowering BN symptoms than cognitive reappraisal and one behavioural approach, whereas (2) CBT and exercise will be similarly beneficial. To reduce BN symptoms, psychoeducation on healthy eating will continue to be more effective than the core CBT components (cognitive reappraisal and behavioural strategies). CBT and exercise will not be equally beneficial (H).
Method
Participants
The study had a sample of n=64 adult women (18 - 29 years) who met DSM-5 criteria
for BN. Patients were recruited via a psychiatric outpatient facility and advertisements.
Materials
Clinical interviews, body mass index (BMI), dual-energy x-ray absorptiometry, exercise
The questionnaire, walking test, and Eating Disorder Inventory (EDI) were utilized.
Procedure
A four-group pretest-post-test design was used with randomization. Participants
completed a pretest and a post-test at the end of treatment, six months, and 18 months, assessing BN symptoms, nutrition habits, oxygen consumption, and body fat percentage.
Statistics
Statistical significance was set at < 0.05. Paired sample t-tests were used for pretest-posttest comparisons. ANOVAs were used to assess group differences.
Results
CBT was considerably (p 0.01) more effective for lowering BN symptoms than psychoeducation about healthy eating. For reducing specific BN symptoms, the exercise was shown to be highly effective (p 0.000) compared to CBT, whereas the overall effectiveness of
training for BN symptoms was only marginally significant (p 0.04) compared to CBT.
Implications
Implications for Counselors, Clients, and Counselling
As demonstrated in other eating disorders, training may be a beneficial treatment for specific BN symptoms (such as the overuse of laxatives) CITATION Lev96 l 4105 (Levine, 1996) nevertheless, unless more investigation is done. Counsellors should continue predominantly employing CBT, but if the client does not want to overuse exercise as a purging technique, it might be used as an additional treatment.
Discussion
Summary
H1 (1) is disregarded, whereas H0 (1) is accepted. In other words, it was discovered that treating BN symptoms with essential CBT components was more successful than psychoeducation on healthy eating. H0 (2) is disregarded, but H1 (2) is accepted. The exercise reduced BN symptoms better than CBT did.
Interpretation
A true-experimental design, especially a pretest-post-test follow-up design with four conditions, was used in the investigation. With the aid of probability theory, randomization was employed to create comparable groups and lessen treatment assignment bias. This increased the internal validity of the study CITATION Hal05 l 4105 (Russ-Eft, 2005). Using a waiting list control group allowed researchers to solve the ethical concerns of a control group while still allowing for a non-intervention group comparable to the experimental group CITATION SAE02 l 4105 (Brown, 2002). However, because the study included 16
weeks, mean maturation, and regression may have impacted the findings CITATION Ker179 l 4105 (Goodwin, 2017). It's also essential to take indirect intervention effects into account. For instance, a 16-week fitness regimen may have led to gains in mood, overall health, and self-esteem (). It's also safe to note that exercise is frequently used as an eradication technique. The belief that one is "deserving" of food or not feeling "fat" because of exercising may have lessened purge sensations.
For Further Study
Future studies should examine the effectiveness of CBT and exercise in women, utilizing the same methodological design and a large-N design to assess the study's conclusions confidently. Qualitative methodologies could be used to conceptualize further how people with CBT experience CBT and exercise.
Reference:
BIBLIOGRAPHY Brown, S. E. (2002). What are we doing to waiting list controls? Behaviour Research and Therapy, 1047-1052.
Christopher G. Fairburn, D. M., Rosemary Jones, M., Robert C. Peveler, D. M., & al, e. (1991). Three Psychological Treatments for Bulimia Nervosa. Arch Gen Psychiatry, 48(5), 463.
Goodwin, K. A. (2017). Research in Psychology: Methods and design (8th ed.). Hoboken, NJ: John Wiley & Sons.
Levine, M. D. (1996). Exercise in the treatment of binge eating disorder. International Journal of Eating Disorders, 19(2), 171-177.
Russ-Eft, H. P. (2005). Building evaluation capacity. SAGE Publishing.
