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Research design selection is essential for a study because it determines what data is necessary to retrieve and how it should be proceeded to address the goals and answer the questions. The study to explore the improvements people with mental health issues who get primary care in behavioral health settings would receive should include differentiation between participants; thus, experimental research is appropriate (Salkind, 2012). Figure 1 displays how the design was selected according to the initial hypothesis and a problem of the healthcare settings influence on individuals mental conditions.
Ways to Disseminate Research
Research dissemination is necessary for the results to be discussed by the knowledgeable groups and then put to practice in different healthcare facilities. One way to disseminate research is to identify the target audience to persuade and optimize search benefits, such as commissioners, patients, physicians, and community organizations. They can be reached through conferences and publications related to the topic and in academic settings where individuals are more open to discussing new findings (Salkind, 2012). Another way to disseminate research is to increase healthcare providers awareness in the facilities where its experimental part is performed. For instance, creating posters, handouts, and brochures with the finding or results useful for primary and mental health unit workers is appropriate. The third way of research dissemination is expanding the study by collaborating with several hospitals and inviting international organizations to participate or perform independent tests to approve the results. Increasing the number of involved professionals, participants, and experts can generate more attention to the study and evaluate its importance for primary and healthcare facilities.
Study and Ethical Issues
The psychological topic of interest is how individuals intelligence can be tested and its influence on personal achievement in life and academic settings. The article Intelligence and educational achievement, written by Deary et al. in 2007, was selected because the longitudinal study of 70,000+ English children provides many conclusions worth exploring. Participants performed tests to evaluate their capabilities, and the results were compared to their academic achievements in Maths, Arts, and English. Deary et al. (2007) found that the correlation between a latent intelligence trait and a latent trait of educational achievement was 0.81 (p. 14). The ethical issue applicable to the research is that the participants were children, which was addressed by informing parents and asking them to sign a consent that the academic information is studied.
Concept of Interest
The topic of validity of measurements of intelligence was the most interesting aspect of the recent readings because it is being discussed by educational professionals and enables them to think of other mental evaluation approaches credibility. Indeed, children are assessed in schools based on the benchmarks developed to educate equally efficiently for most of them; however, it frequently determines uncommon individuals as weak, preventing them from achieving better results (Naglieri & Bornstein, 2003). Measurements such as IQ are popularized, yet they fail to consider diverse crucial factors: a participants traits, environment, and socioeconomic status. The most striking aspect of the topic is that intelligence can be improved and developed, especially during childhood (Naglieri & Bornstein, 2003). Thus, the validity of measurements can be proven only if tests are performed multiple times as an individual grows up. The thought to share is that the intelligence assessment should not be used as the primary way to identify if a child can achieve success in academic and overall living conditions. The validity of measurements of intelligence must be assessed through the need to evaluate an individuals specific capabilities and include various factors considered.
References
Deary, I. J., Strand, S., Smith, P., & Fernandes, C. (2007). Intelligence and educational achievement. Intelligence, 35(1), 13-21. Web.
Naglieri, J. A., & Bornstein, B. T. (2003). Intelligence and achievement: Just how correlated are they? Journal of Psychoeducational Assessment, 21(3), 244-260. Web.
Salkind, N. J. (2012). Exploring research (8th ed.). Pearson.
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